Environmental Lesson Plans In Collaboration with Friends of the Earth

Environmental Lesson Plans

In Collaboration with

Friends of the Earth

“Reducing our carbon footprint one lesson at a time.”

Mr. Kevin Doan, Mr. Jesse Graham

Ms. Holly Johnson, Ms. Esther Lax & Ms. Bhavini Sachdev

Resource Package: Environmental Lesson Plans Publication Year: 2011

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Special Thanks

We would like to thank the following individuals for supporting us in the

creation of this resource pack.

Beatrice Olivastri

We would like to thank you and all the members of ‘Friends of the Earth’ (FOE)

for allowing us to work in collaboration with you for the success in creating this

resource pack.

Nicholas Ng-A-Fook

We would like to thank you for the opportunity to get actively involved in a

Social Action Project. This project has truly opened our eyes into seeing the

importance of raising awareness for Environmental Issues.

Katrine Cuillerier

We would like to thank you for encouraging us into believing that this resource

pack would unfold.


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Preface

As a group, our vision was to tackle an issue that we felt strong about. We decided that there was

no better place to look than the world we live in.

This resource package was designed to help teachers and other educators begin to deal with the

issues in our environment. Issues like reducing our carbon footprint, sustainability, and green

washing are all touched on within this package.

It was our goal to educate students on viable and sustainable strategies that would get them to

critically analyze and change their current practices. Our approach was not to simply educate

these students; rather we wanted to open their eyes to what they can do to help

Finally, this resource package was designed to encompass many of the Ontario Curriculum

strands. All of the environmental lessons and resources included are designed to make strong cross

curricular connections while delivering environmental awareness.

It is our hope that teacher’s throughout the world will begin to use our ideas in their classrooms.


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Table of Contents

Kindergarten Page 5

The Arts: Visual Arts- Egg Carton Caterpillars

Grade 1 Page 8

Social Studies: Heritage and Citizenship- Helping Our Community, Helping Our Planet

Grade 2 Page 11

Science and Technology: Understanding Life Systems- Recyclable Creatures

The Arts- Drama: Environmental Acting Grade 3 Page 18

Language Arts: Oral Communication- Role Play Physical Education: Life Skills- ‘Waste’ of Energy Language Arts: Reading and Writing- Poems of Environmental

Awareness (Read Aloud) Grade 4 Page 23

Science and Technology: Understanding Life Systems- Garbologist

Grade 5 1

The Arts: Visual Art- Paper Mache Masks The Arts: Visual Art- Junkyard Art

Grade 6 Page 46

Science and Technology: Understanding Life Systems: Biodiversity- Personal Landfill Site

Science and Technology: Understanding Life Systems: Biodiversity- Pollution’s Solution

Mathematics: Data Management and Probability- Graphing our Ecological Footprint

Mathematics: Number Sense and Numeration- Problem Solving about our Earth

Activity Worksheets Page 62

Environmentally Friendly In-School Programs Page 69

Bibliography Page 71


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Kindergarten


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Title: “Egg Carton Caterpillars” Subject/Course: Art Time: 40 minutes (activity broken into Strand: Visual Arts Grades: Kindergarten sections)

Lesson Description

Students will create a caterpillar out of recycled egg cartons. They will use paint and various decorations to decorate the

caterpillar. Finally, students will cut out a leaf for their caterpillar to rest on.

Stage 1: Desired Results

Fundamental Concepts/Skills

Students will create their caterpillars with elements of design: color and texture

Big Ideas/Essential Question

Young children have an innate openness to artistic activities

Ontario Curricular Overall Expectation

V2: demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts

Ontario Curricular Specific Expectation

V2.1 explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (e.g., use natural and recycled materials at a learning centre) V2.2 explore different elements of design (e.g., color, line, shape, texture, form) in visual arts

Lesson Goals

Students will practice their fine motor skills in order to complete this activity

Students will experiment with the use of colour and texture

Key concepts and/or skills to be learned/applied: Background Knowledge:

Artistic expression

Artistic appreciation

Students will use previous knowledge of their fine motor skills for painting, decorating and using scissors

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

Students will work in groups at the learning centre, to create their own caterpillar

Initially introduced by teacher, then becomes a student-directed activity

Materials Considerations

Egg cartons, Safety Scissors, Glue, Paint, Paintbrushes, Water containers, Decorations, Recycled decorations (scraps of fabric, ribbon, etc.), Pipe cleaners, Leaf template

Teacher will leave a completed caterpillar for students to look at

Teacher will collect images of caterpillars (mixture of real and cartoon) for ideas

Accommodations

Images of caterpillars will be present (for visual learners)

Stage 3: Learning experience and instruction

Motivational Hook (10 MINS.):

The class will use this activity during a unit on bugs or butterflies. It will be only one activity of many and students will get to

choose which learning centre in which they would like to participate.

Open (3 MINS):

Teacher will introduce new learning centre to the class. Explain the instructions for the centre and present the finished

caterpillar as an example. The centre will be student-directed (in that the teacher does not always need to be present

during the activity).


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Body (2 Periods of 15 MINS):

(Part One): Small groups of students will circulate among other activities as well as the egg carton caterpillar centre.

Students at the centre will already have the egg cartons cut for them and begin painting using the colors of their choice.

When they are satisfied with their painting, they will leave their caterpillars to dry and decorate later.

(Part Two): Students will return to centre once the paint is dry. They will choose from a variety of decorations to decorate

their caterpillars (foam pieces, glitter, stickers and other recycled materials such as ribbon and scraps of fabric) as well as

add antennae and legs with pipe cleaners. Once the caterpillar is finished, students may cut out their leaf and attach the

caterpillar with glue.

Close (10 MINS):

Once the caterpillar is complete, the student will show their teacher their work. The teacher will ask him or her questions orally about the process in which it was made. Finally, the caterpillars will be displayed in the classroom for the other students to look at.

Link to Future Lessons

This lesson will link to future lessons in science (when studying the process of growing from caterpillar to butterfly) and art (artistic expression, artistic appreciation)

Assessment

Teachers will ask students which materials they used to create their caterpillar and why they chose them (“I used red paint for my caterpillar because it is my favourite colour.”)


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Grade 1


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Title: Helping our Community, Helping the Planet Subject/Course: Social Studies Time: 50 minutes Strand: Heritage & Citizenship: Relationships Rules and Responsibilities Grades: 1

Lesson Description

In this lesson students will review different responsibilities that one has in the community and relate them to an environmental perspective.



Environmental awareness

Individual contributions to the community


What is the connection between our responsibility to our community and our responsibility to the environment?


Students will explain how and why relationships, rules and responsibilities may change over time and in different places.


Describe how they follow the rules about respecting the rights and property of other people and about using the shared environment responsibly (e.g. By sharing, being courteous, cooperating, not littering)

Lesson Goals

Have students understand the impact that their individual actions can make on our environment and how environmental decisions can have an impact on their community.


Responsibilities to the environment as community members

What does it mean to be part of a community



Students will be sitting together for the beginning of the lesson

Students will partake in a think pair share

Students will complete individual work

Interactive

Direct Instruction

Materials

Chart paper

Markers

Students will each receive three pieces of construction paper

Accommodations

Students workload can be minimized if it is so required



Ask students to imagine three different scenarios. 1. What would happen if all everyone in the classroom decided not to throw their garbage in the garbage can but on

the ground? 2. What would happen if we decided not to recycle anymore? 3. What would happen if …


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Open (10 MINS):

This lesson will begin with a general class discussion on our responsibilities to our community, what students believe are important roles that we must play. Ask students, where does the environment fit in? Do we have a responsibility to environment? Why? What does “shared environment” mean? Teacher will record answers on board. This will lead into a discussion about the ways we treat the environment and its impact on our community.

Body ( 20 MINS):

Ask students, what is our responsibility to the environment? Students will partake in a think pair share to discuss with their “neighbor” what are the different ways they can help out the environment and why it‟s important to their community Students will then discuss their findings with the class. The teacher will record both answers on an anchor chart. Students will be making a class-wide contract to the environment and community they live in. Students will be asked to write or draw three ways that they can help the environment.

Close ( 15 MINS):

Students will present their ideas to the class and then with the teacher‟s assistant they will hang it up on a wall. All of the student work will be hung on a board entitled “My Promise to the Earth” so that they can see it every day as a reminder of the ways in which we can take care of our environment.

Assessment

Anecdotal assessment notes can be taken on student‟s ability to transfer their knowledge of the environment to practical applications within the community and their responsibility as community members.


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Grade 2


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Title: Recyclable Creatures Subject/Course: Science and Technology Time: 1 hour 30 minutes Strand: Understanding Life Systems: Growth and Changes in Animals Grade: 2

Lesson Description

Students will engage in a class discussion about why animals have certain features and why they need them to survive. Following the discussion students will be given the opportunity to create their own animals using recyclable materials. Students are responsible for designing and constructing their animal, as well as writing about where it lives, what it eats, and what essential features their animal has in order for it to survive in its environment.



- Structure and Function - Sustainability and stewardship - Environmental awareness or reusable materials/recyclables


Animals have distinct characteristics (overall expectations 2 & 3)

There are similarities and differences among different kinds of animals (overall expectation 2)


2. Investigate similarities and differences in the characteristics of various animals

3. Demonstrate an understanding that animals grow and change and have distinct characteristics


- 2.2: Observe and compare the physical characteristics of a variety of animals - 2.5: Investigate the ways in which a variety of animals adapt to their environment and/or to changes in their

environment - 3.1: Identify and describe the major physical characteristics of different types of animals - 3.2 : Describe an adaptation as a characteristic body part, shape or behaviour that helps a plant or animal survive

in its environment

Lesson Goals

Students will design and construct their own animals

Students will develop an understanding of how recyclable materials can be reused to create art

Students will develop a creative description of what their animals eat, where it lives, it‟s strengths/weaknesses

Students will gain an understanding of what features are necessary in order for their animals to survive in the environment they have chosen (water, land, forest, jungle, etc)

Students will learn the major physical characteristics of different animals and apply the characteristics/body parts/behaviours to their own animal.


Physical characteristics of animals

Characteristic body part, behaviour or adaptation that an animal needs in order to survive in its environment.

Creating an animal

Students are aware of the major physical characteristics of different types of animals (in this lesson they will be applying that knowledge in order to create their own animal)

**This lesson plan is precluded by 3 other lesson plans – previous plans will teach students about life cycles, physical characteristics and environments.


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Individual assignment

Think-pair-share (presenting animal to partner)

Group discussion about what types of animals the children have created

Think-pair-share, group discussion, writing in science journals, drawing their animal, graphic organizer through the use of a „graffiti poster‟


Recyclable materials - Paper towel rolls, toilet paper rolls, cereal boxes,

Kleenex boxes - Construction paper, straws, - Egg cartons, string, newspaper, cardboard,

buttons, feathers, etc.

Glue, tape, scissors, markers, crayons

Chart paper and post-it notes for graphic organizers

Cubes for cubing activity

Inform students a few weeks in advance of the lesson and have children bring in materials from home. Telling students what we‟ll be doing in advance will give them the opportunity to begin brainstorming about their animal.

If children can‟t decided what kind of animals they‟d like to make, have examples ready or brainstorm with the class.

Accommodations

Enrichment: have students create a story about the life of their animal and the future it may face

Enrichment: have students present their animals to family members or another class

Provide students with examples if they are having difficulties creating their own animal

Brainstorm with the class different features animals have, and how these can be combined to create a new animal

Make a list of animal features so students have a visual aid

Adaptations for students should be on a case by case basis. The important focus should be creating a hypothetical animal that could live in a real environment



Open up discussion to the class: What is the strangest looking animal you have ever seen? How do you think it got that way? Why does it have those specific features (ex. fur, claws etc)? Provide students with pictures of real animals we will be discussion.

Following my discussion with the class, and why animals have certain features (review of previous lesson) introduce the animal I have created to the class. Describe to students what my animal is, its name, where it lives, what it eats, and why I added certain features to my animal. For example, my animal has sharp claws because it lives in the forest and needs its claws to climb tall trees to get its food, and to scare predators.

Answer any questions the students may have about my animal.

Describe to students how I made my animal – what materials did I use? Discuss where I found these recyclable materials, and how they can be reused for art

Open ( 15 MINS):

Introduce activity to students. Inform students that they will be designing and constructing their own animal. Remind students of the different features we‟ve been talking about, and how different animals have different characteristics (ask students for a few examples)

Create a Graffiti Visual -Graphic Organizer with the class: o Have students write different animal characteristics and materials they can use to create their animal on

post-it notes o Students will place their post-it notes on posters with the headings “Materials” and “Characteristics”


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o A class discussion will follow. Have students talk about what they wrote, why etc.

With the class, create a checklist of things they have to do so the expectations are clear. Each student will:

Draw a picture/sketch of what they want their animal to look like. Students will show this drawing to the teacher before they move on to creating their animal.

Label the picture (body parts, special features) and jot down ideas about what materials would be best for creating their animals/which materials they want to use for each part.

Students will consider the following questions before creating their animals

Where does your animal live?

What physical features (body parts, behaviors) does it need in order to survive in that environment? (Ex. wings, fins, claws, patterns on its skin etc)

What does your animal eat?

What is your animal‟s name?

Body (40 MINS):

Based on the sketch/picture of their animals, students will begin constructing their animal with the recyclable materials that have been provided or with materials they have brought in from home.

Monitor students and provide assistance where necessary

Remind students that their animal‟s features/body parts have to serve a purpose – what will help the animal survive in the environment they have chosen?

Close ( 20 MINS):

In their science journals, have students record a description of their animal. Students can write about; o Where their animal lives (describe the environment) o A special feature their animal has in order to survive in that environment o What the animal eats etc. o Students can also record how they made their animal, what materials they used.

After students have finished writing in their journals, have them pair up with an elbow partner an present their animal to their classmate. Have students tell their partner everything about their animal, how they made and how they came up with the idea.

After students have finished discussing in partners, conduct a „popcorn discussion‟ as a class. Ask students something they found interesting about their partners animals.

Cubing: students will work in partners to answer questions found on the faces of the cube.


In future lessons students can create a story using their animal as the main character, students could also incorporate their classmates animals

Students can link their animal to the life cycle – how would your animal grow and evolve?

Students can discuss how their animals positively or negatively affects the environment, and how the environment affects their animal

This lesson can be linked to Understanding Earth and Space Systems: Air and Water in the Environment. Students can learn more about the environment their animals lives in

This lesson can also be linked to Grade 2 Visual Arts. Specific Expectation 1.4: use a variety of materials. Tools, and technology to respond to design challenges (In this case, the students would use sculptures)

Students can also create a puppet show using their animals

This lesson can be link to an activity using a Choice Board: o Kinesthetic: kinesthetic learners will create a dramatic presentation using their creatures o Visual: visual learns will use the BITSTRIP program to create comic strip involving their creatures o Linguistics: linguistic learns will write a short story about their animals


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Assessment

Collect student‟s sketches of their animals. Did they draw and label their animal?

Collect science journals. Is there evidence of deep thinking, did students consider where their animal was living and what features were essential to its survival?

Observation: observe students while they are creating their animal. Observe students during discussion with elbow partner.

Take note of who participated in the „popcorn discussion‟

Evaluation of animal construction. Did students use materials appropriately? Is it similar to their sketch? Are features of animal evident? Creative design?

For cubing activity – evaluate students answers of the following questions: o Analyze: how is it made or what is it composed of? o Argue for/against it: take a stand and list reasons for supporting it o Associate: what does it make you think of


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Title: Environmental Acting Subject/Course: The Art Time: 55 minutes

Strand: Drama Grades: 2

Lesson Description

In this lesson, students will be learning about the different ways we waste and incorporating their dramatic skills.



Waste management habits.

Using the element of role.


What are the different ways we can incorporate positive environmental habits into our everyday life?


Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and

conventions of drama to communicate feelings, ideas, and stories;


demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to

the role being played (e.g., devise and share a group mime showing how characters respond to the tension in a situation

of conflict, departure, or anticipation; use voice expressively to convey an interpretation

of a character’s attitude)

Background Knowledge:

What it means to recycle.



Together as a class

Groups of four

Interactive

Experiential

Materials

Different recyclable items

Situational cards



Teacher will have a bag full of different recyclable items (i.e. Glass bottles, pop cans etc.)

The bag will be passed around and each student will have the opportunity to reach in and pick one out

The students will be asked what these items could be used as aside from their original purpose (ex. A glass bottle can be

used as a vase)

Open (10 MINS):

Teacher will conduct a conversation with students about the importance of recycling.

Conduct a think-pair-share about different ways we can manage our waste.


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Body ( 20 MINS):

Students will be divided into groups.

Each group will be given a scenario in which they can incorporate a positive waste management habit.

As well they will be given a recyclable item to be used as a prop to incorporate into their skit.

Students will have 20 minutes to put together a small skit incorporating the above.

Close ( 15 MINS):

Students will present their skits in front of the class.

There will be a discussion about the different waste management solutions that students came up with and how we can

incorporate that into our daily lives.

Assessment

Students will be assessed on their ability to use the elements of drama as well as their ability to utilize their knowledge of

waste management into their performances.


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Grade 3


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Title: Role Play Subject/Course: Language Arts Time: 60 minutes

Strand: Oral Communication Grades: 3

Lesson Description

- Have students take on different roles that are present within their community, and identify ways in which those individuals

can help in becoming more environmentally friendly.



2) Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes


2.2) Interactive Strategies, 2.3) Clarity and Coherence, 2.4) Appropriate Language,

2.5) Vocal Skills and Strategies, 2.7) Visual Aids

Lesson Goals

- Allow students to understand what can be done within their community to promote environmental sustainability


- Environmental awareness, and more sustainable

practices

- Students will be able to demonstrate their current practices at

home in regards to being environmentally friendly, but will also

learn about what more they can do



- Small groups (4 or 5) - Co-operative learning

Materials

- Chart paper, markers, tape,

Considerations

Students may not be able to relate to certain roles if they are not familiar, or present within their community

Accommodations

- If students are having trouble with their designated role, allow them to choose a role they are most familiar with



- Bring students to the front of the class and ask which roles are present in their community.

Upon completing, choose which roles will be examined in the lesson.

Open ( 2MINS):

Break students up into their groups of 4 or 5. Choose groups randomly, allowing for students to work with students they may

otherwise choose not to.

Body (30 MINS):

- Once students have been given their roles, allow them to work in a space within the classroom. If the class has a computer,

allow students to conduct research. Circulate the class ensuring that students are on task and address any questions that

may arise. Once students have identified ways in which those roles can help in becoming environmentally friendly, allow

them to write their findings on the chart paper. Once all students have completed their respective task, bring all students to

the front of the class.


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Close (23 MINS):

- Allow each group to present their findings to the class. After each presentation, ask students if they can identify other ways

in which individuals in those roles can help the environment. Allow all groups to present, and showcase their anchor charts

within the classroom.


- After this lesson, students can identify ways in which they can be more environmentally friendly within their classroom, and

apply these practices on a regular basis

Assessment

- Students can be assessed on their oral communication skills, or their abilities to work with a group.


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Title: “Waste” of Energy Subject/Course: Physical Education Time: 45 Minutes Strand: Living Skills Grades: 3

Lesson Description

4) At the start of this lesson, students will all be given an article of trash. The object of this game is to round the bases as in baseball. Once students have gone “around the bases” they will deposit their item into the landfill at home plate, and will then pick up another.

5) To start this game, students will all start at home (which is simply one corner of the gym), students will then pick a partner and engage in “rock, paper, scissors”. The winner of the match will then run to the next base. The loser, however, will remain at his or her base. This will continue until the student reaches home and deposits his or her item in the landfill. Once home, the student will receive another item and continue with the game.



Understanding how long items last in our landfill, and adapting appropriate strategies.


- Understand how large of an impact we have had on our environment in a short timeframe.


1) Demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the active living, movement, competence, and healthy living.


Personal Skills: 1.1 - 1.5

Lesson Goals

- Make students aware of their impact on the environment, and get them to develop appropriate strategies that address these concerns.


-Environmental awareness - Their own practices



-Independent - Modelling


- Gym, trash/recyclable items, bin to act as landfill, answer sheet, calculator

- Students may not be able to run for the 30 minutes, so instruct them to run and walk as needed.

Accommodations

- For students with physical disabilities, they can act as the landfill site and collect the items and do appropriate calculation that will allow students to understand how many years they have created in our landfills.



- Get students familiar with household items that are being used, and explain the activity.

Open (3 MINS):

- Get all students at home base, and model the appropriate way of doing “rock, paper, scissors”

Body (30 MINS):


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- Allow students to engage in the activity, circular and monitor students to ensure they are completing the task appropriately. As students pass home plate, hand out new items as necessary. Encourage all students to continue their hard work, and reinforce positive behavior. Similarly, probe students to potentially adapt strategies to managing the waste. Address any behavioral issue that may arise. (If there is a discrepancy between students, instruct them to simply play a best of 3 that will allow one student to move on fairly).

Close ( 10 MINS):

- Once the activity is completed, calculate the amount of trash that was placed in the landfill (A sheet has been provided that corresponds to the amount of years for each item). Get student to predict how long in years they think has accumulated. Tell students the actual amount, and identify how much was accumulated in a short time frame. Hold a discussion where student can showcase any strategies that were developed, or one‟s that could be adapted to their everyday lives.

Assessment

- Students should only be assessed on their respective work ethic.


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Grade 4


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Title: Poems of Environmental Awareness Subject/Course: Language Arts Time: 60 Minutes Strand: Reading, Writing Grades: 4

Lesson Description

Using words from their Environment Themed Spelling List, or a list of Environment Themed vocabulary, students will

be required to work individually or in groups of threes to make an Acrostic Poem and present the poem to their class

members. Their poem should mention issues towards the word they choose. For example, if they choose “Extinction”

their poem should refer to various animals which have been extinct and the reason why they were extinct. If they

choose “Recycle” their poem should talk about why recycling is effective and how it helps our environment.



Reading

Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a

range of strategies to construct meaning;

Writing

Generate, gather, and organize ideas and information to write for an intended purpose and audience;

Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements

appropriate for the purpose and audience;


Reading

Read a variety of texts from diverse cultures, including literary texts, graphic texts and informational texts

Demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and

insights, to other familiar texts

Writing

Identify the topic, purpose, and audience for a variety of writing forms

Generate ideas about a potential topic using a variety of strategies and resources

Gather information to support ideas for writing using a variety of strategies and oral, print, and electronic

sources

Sort and classify ideas and information for their writing in a variety of ways

Stage 2: Planning Learning Experience and Instruction

Materials Accommodations

Environment Themed Vocabulary list

Construction paper/Bristol Board

Markers, Crayons, Pencils, Erasers

Scissors

Students can create their poem in French as well

as English.

Give students the freedom to present their poem

in their own creative methods (Rap, Sing, Acting,

and Tableau).


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Stage 3: Learning Experience and Instruction

Motivational Hook:

Read the book “Heroes of the Environment” By Harriet Rohmer.

Choose one story within „Heroes of the Environment‟ or you may read the entire book as a read-aloud.

Open:

Create a KWL chart after reading the book.

Ask prompting questions such as

“How can we help our environment?”

“What can we do to reduce waste?”

“List some examples of poor environmental habits?”

Body:

Allow student to work in their poems.

You can choose their vocabulary words for the students or allow them to choose the words themselves.

Have students present their poem to the class once it is completed.

This activity may take more than one class.

Close:

Once the poem is completed, continue to fill out the KWL chart. Have students explain what they learnt from their poem and a poem presented by their classmates.

Assessment

Using the KWL chart will promote the understanding of student‟s prior knowledge. Use the context in the poem to evaluate students understanding of the term and its relation to our environment.


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Rationale for Choosing Book for Read Aloud For Environmental Awareness

This book discusses the repercussions of overusing our water supply. This book discusses how wasting water can have devastating effects on our community and the natural ecosystems around us. The book discusses the ways that we waste water in and around our homes on a daily basis. But more importantly, this book discusses strategies that we can implement daily to help control the usage of water in terms of water conservation.

Big Idea/Theme

The big theme is environmental sustainability. Fresh water is a natural resource and eliminating the presence of fresh water can have major effects on our lives, our communities, animals and the various ecosystems. With the author‟s obvious environmental stance on the situation, readers can evaluate what they can do to waste less water in terms of water conservation. It is important that students be aware that making a small change such as not leaving the faucet on while brushing your teeth can positively affect our environment.

Plan for Delivering Lesson

There are multiple lessons that teachers can use to expand within this read aloud. In terms of developing awareness to preventative strategies to reduce water usage or evaluating how much water a student wastes per week please see Language Response and Mathematics –Data management Lesson. The teacher can give options in terms of a CHOICE BOARD –when employing these follow up lessons to accommodate and modify for different learning styles as well as students with special needs.


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Planning prior to the Lesson

GRADE/DIVISION: Junior Division – Grade 4

OVERALL CURRIRULUM EXPECTATION (#1)

Oral communication

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Reading

1. Read and demonstrate an understanding of a variety of literary and informational texts using a range of strategies to construct meaning.

Writing

1. Generate, gather and organize ideas and information to write for an intended purpose and audience.

2. Draft and revise their writing, using a variety of informational, literary and graphic forms and stylistic elements appropriate for the purpose and audience.

SPECIFIC CURRICULUM EXPECTATION(S):

Oral Communication

1.2 Active listening strategies: demonstrate an understanding of appropriate listening behavior by adapting active listening strategies to suit a variety of situations including work in groups. Students are working together as well as asking relevant questions to clarify meaning and link responses appropriately to the topic of conversation.

1.3 Comprehensive strategies: Students are required to follow listening comprehension strategies to assist them in activities done before, during and after a read aloud.

Reading

1.1 Variety of texts: read a variety of texts from diverse cultures. This book is a fictional story with non-fiction water conservation strategies. This also gives students an insight in on an exposition type book that offers the student‟s a perspective on a social issue like environmental sustainability.

1.5 Making Inferences/interpreting texts: making inferences about texts using stated and implied ideas from the texts as evidence.

1.6 Extending understanding: extend understanding of texts by connecting ideas in them to their own knowledge and experience to the text and to the world around them.

1.8 Responding to and evaluating texts: express opinions about the ideas and information in texts and use evidence from the text to support their opinions.


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Writing

1.3 Research: gather information to support ideas for writing using a variety of strategies. Writing their responses from teacher‟s read aloud and questions that are asked during the read aloud.

1.4 Classifying ideas: sort and classify ideas and information for their writing in a variety of ways such as using a concept chart before, during and after the read aloud.

2.2 Voice: Establish a personal voice in their writing

TEXT (Fiction/Non-Fiction)*may be cross curricular.

This text is a fictional story however implements realistic water conservation strategies. Also this text incorporates text forms such as exposition and narrative.

Title: Why Should I Save Water?

Author: Jennifer Green

Illustrator: Mike Gordon

ISBN and Year of Publication: 764131575, 2005

Publisher: Barron’s education series

TEACHER FOCUS - PURPOSE: What might be the deeper meaning in the text? (Author’s message, Big Idea, Theme or critical understanding)

The purpose of this book is recognizing the importance of conserving a natural resource like water.

TEXT INTRODUCTION BEFORE THE READING: How will I introduce the text to help focus the students on the purpose? (Introductory activity: Concept Chart/Anticipation Guide/KWL/Recap statement/etc.)

The students will be played a song before I begin reading the story. We will discuss how this song

incorporates the meaning of the book. Finally, students will start filling out their concept charts. This chart

will be filled out before, during and after the reading.

STOPPING PLACES DURING THE READING:

Stopping Place #1 Question/Think aloud

“It’s interesting when the author first discusses how it has not rained much lately. This shows how important and essential rain water is to our environment. This should give us more reason to save water, because we never know when there might be a rain drought.”


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“These are great examples of the consequences of wasting water. Wasting water would have devastating effects on not only our homes and within our community but also the environment and ecosystems. In addition, having no water impacts the health and well being of us, but also animals, plants, and other living things”


“It’s encouraging to see that the author has created a suitable ending where people’s views of water use have changed. It shows that one person can truly change the perspectives of the individuals close to him to save water.

CLOSING AFTER THE READING: How will I close the book to help my students to reflect on the deeper meaning? What will be my “Big Idea” question?

Students will complete their concept chart and also orally respond to a question that relates to the 3 rd question/think aloud. This will hopefully spark a discussion or debate within the class about water conservation and if one individual can make a difference.

READING RESPONSE: What reading response (oral? Written?) Would provide an opportunity for my students to express their understanding?

Students will complete a written response that outlines how much water they use every day using page 12-13 as a reference point. They will discuss how much water they use or their family uses in a week and then discuss or implement their water-saving ideas and how much water they could potentially save.

NEXT STEPS: What will I have my students do next with the new learning? (See list below)

Students can identify the various forms of water we come across in every day of our lives

Students can read another book by Jennifer Green and discuss the relationship between both books or the new Big Idea (Environmental sustainability)

DIFFERIENTIATION: How and where will I differentiate to support the needs of all students? (Content, Process, or Product)

I will differentiate this lesson by modifying the process of the reading response which will change the end product

I will differentiate this lesson by modifying content of the concept chart


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Planning the Read Aloud Lesson

BEFORE you read - How will I introduce the text to help focus the students on the purpose?

Engagement/Introduction

Build interest

Activate prior knowledge, experience and learning

Concept Chart Focus:

State the focus of the lesson at the beginning (Big Idea/Theme)

Give title, author etc.

Establish relevant context for the new learning

Introduce new vocabulary *if applicable

BEFORE you read - How will I introduce the text to help focus the students on the purpose?

Engagement/Introduction:

The idea of water conservation will be addressed through a song.

“Okay boys and girls before I tell you about today’s read aloud, I want to play you a song called “water, water, wise” I want you to listen to the song carefully and then we will discuss how this may apply to the book I will be reading to you.”

Appropriate Student response: “The lyrics suggest that we should be smart with water. The lyrics also tell us how to save water in our homes. This may connect with the book because the book may give us strategies on how to conserve water.”

I will then describe the concept chart on the board that I want students to fill out before, during and after the read aloud.

“So today, I will get you to complete a concept chart that touches upon the idea of conserving water. This chart will have 6 categories and I will expect you to fill out the appropriate sections before, during and after I read this book. First, I want you to simply take a couple minutes to discuss with your elbow partners some examples from your own life where you have conserved water. Also I want you discuss examples where you have not conserved water. Then I want you to list these in the appropriate categories on the concept chart.”


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Concept Chart will touch upon the idea of Conserving water.

Before-

Examples from the student‟s life of how they can/have conserved water

Examples from the student‟s life of how they have not conserved water

During-

Examples of consequences that arise from not conserving water (from the book)

After-

Examples of consequences that arise from not conserving water (Not from the book)

Examples of strategies used by the main character to conserve water

Examples of ways that the main character did not conserve water

Focus:

“Today’s focus will be on the idea of recognizing the importance of conserving natural resources such as water. Water is a natural resource and eliminating the presence of clean water can have major effects on our lives, and our communities. I want you to try to grasp the author’s stance on this situation and evaluate how the book gives insight to readers as to how and why individuals should conserve water. The book is called “Why I should save water?” by Jennifer Green.”

DURING as you read - Where will the stopping places be for think alouds/questions that would help my students construct the deeper meaning? *Connect to the Author’s message, Big Idea, Theme or critical understanding.

3+ stopping places

DURING as you read - Where will the stopping places be for think alouds/questions that would help my students construct the deeper meaning? *Connect to the Author’s message, Big Idea, Theme or critical understanding.


Stop at page 10 after “Kirsty said that it hadn‟t rained much lately...”

“It’s interesting when the author first discusses how it has not rained much lately. This shows how important and essential rain water is to our environment. This should give us more reason to save water, because we never know when there might be a rain drought.”

This will hopefully make students realize how water has various forms, and that rain from the sky is needed to maintain environments and ecosystems. Students may realize that there will not be plenty of water to use if there is a drought if we do not conserve this natural resource. In contrast, students may realize that with the given climate change, it Is the unpredictability of rain and when it comes, in terms of increasingly


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severe heavy rain that we have today rather than the gentle and more frequent way. Students may want to write this down on their concept chart. Stopping Place #2 Question/Think aloud

Stop after page 19 “and some animals would be really unhappy without water too”

“These are great examples of the consequences of wasting water. Wasting water would have devastating effects on not only our homes and within our community but also the environment and ecosystems. In addition, having no water impacts the health and well being of us, but also animals, plants, and other living things”

This should give students a global perspective on how water affects not only our lives but other living things in different ecosystems/environments. This should trigger students in terms writing these examples down under consequences that arise from not conserving water found in the book on their concept chart.


Stop after page 28 “It‟s good to know that we‟re doing something to help the environment”


This will allow students to recognize the author‟s tone and perspective on the topic of conserving water. It also may encourage critical thinking in terms of whether or not one individual can make a difference. It is a difference that not only changes his family‟s attitude on water conservation but also the environment around him.

AFTER you read the text - How will I close the book to help my students to reflect on the deeper meaning? What will be my “Big Idea” question?

Restate focus to consolidate learning

Provide Big Idea question

READING RESPONSE: What reading response would provide an opportunity for my students to express their understanding? (Choose one and explain)

Oral Written Other

NEXT STEPS: What will I have my students do next with the new learning? (Choose one and explain)

Revisit the same text with different purposes

Revisit same focus with different text

Plan guided reading lessons based on the same focus

Connect focus to the Shared Reading lesson


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AFTER you read the text - How will I close the book to help my students to reflect on the deeper meaning? What will be my “Big Idea” question?

Explicitly describe what you will do with and what you will say to the students. * *Use

italics to indicate when the teacher is talking


Students will complete their concept chart

“So now that the book has been read, I would like for you to complete your concept chart by filling in the last 3 sections that include: Examples of consequences that arise from not conserving water (Not from the book), examples of strategies used by the main character to conserve water, and examples of ways that the main character did not conserve water.”

Orally respond to a question relating to the 3rd think aloud.

“I want to reflect on what I was saying earlier about how the author has made it clear that one individual can make a difference in the way other people view conserving water. By doing this the author believes people can make a significant difference to change the landscape of our environment. I want to personally ask you “Do you think one person or one family can make a difference in terms of saving or conserving the amount of water they use? Does this really help our environment?” Let’s hear some opinions!”

This will hopefully spark a discussion or debate within the class about water conservation and if one individual can make a difference. This may offer pessimistic perspectives in terms of one person using strategies to conserve water will merely be a „band aid‟ rather than a resolution to this issue. The impact of one family conserving water will not account for the overuse of this natural resource by companies, or factories etc. I want to see that students are bringing different perspectives to this discussion.

LANGUAGE RESPONSE: What reading response would provide an opportunity for my students to express their understanding?

Students will complete a written response that outlines how much water they use every day using page 12-13 as a reference point. They will discuss how much water they use or their family uses in a week and then discuss or implement their water-saving ideas and how much water they could potentially save.

“Alright boys and girls I would like for you to complete a short response exercise. I know that this book discussed many strategies on how to conserve water. But wouldn’t it be interesting to see how you can implement these strategies if you could measure how much water you actually use each day. I want you to look at the chart, which is taken from page 12-13 and use this as a reference for how many liters of water you use doing daily things such as showering or using the dishwasher. I want you to create a list estimating how much water you use for an entire week. Then I want you to discuss strategies from the book or use your own water-saving ideas. Lastly, I would like for you to relate these water-saving ideas to how it may benefit you and your family.”


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Example: 10 liters of water is in a bucket, 15 liters of water taking a shower and washing dishes by hand, 30 liters to use a dishwasher and 60-100 liters on average to take a bath and to use a washing machine.

MATHEMATICS- Data Management:

This part of the lesson will link data management to environmental awareness in terms of how much water students waste per week at home. The teacher will look at measurable units that can assist the student in terms of recording how much water they/their family wastes a night. This would include examples of leaving the tap on, or taking showers, using the dish washer etc. Students will record from either a math journal or a pre-made chart/calendar. Students will then work in groups to create a graph (give choices in terms of appropriateness for types of graphs to depict) of the amount of water used per week, as well as the average amount of water used. The teacher can create a round table discussion to compare homes, or encourage responses of how to reduce the mass use of water in the student‟s homes.

Example: 10 liters of water is in a bucket, 15 liters of water taking a shower and washing dishes by hand, 30 liters to use a dishwasher and 60-100 liters on average to take a bath and to use a washing machine.

NEXT STEPS: What will I have my students do next with the new learning?

1)

Referencing back to the 1st think aloud “It’s interesting when the author first discusses how it has not rained much lately. This shows how important and essential rain water is to our environment. This should give us more reason to save water, because we never know when there might be a rain drought.”

I can assist students in discussing the various forms of water that we come across in our everyday lives, including lakes and rivers, salt water in the sea, ice and moisture in the air that takes form in clouds which later shed rain. Introduce how rain water is essential because that can be the water that reaches our homes. As well we can discuss how water is treated and purified in plants, which make it safe for us to drink. Furthermore I can discuss how sewage plants treat the dirty water so it doesn‟t pollute the natural world.

This activity also allows the students to expand on their vocabulary with words including rationing, environment, drought, sewage, and pollution

2)

Follow up activity is taking another book by Jennifer Green like “Why should I recycle?” or “Why should I save energy” and then have the students discuss how these books corroborate with this book. Is there an even bigger idea in her books?


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DIFFERIENTIATION: How will I differentiate to support the needs of all students? (May check off more than one and Explain)

Content Process Product

DIFFERIENTIATION: How will I differentiate to support the needs of all students?

I will differentiate this lesson by modifying the process of the reading response which will change the end product “Boys and girls, in terms of the reading response activity I will allow you to create visuals that show me how you will implement these water-saving strategies. I would like to see full page drawings of these strategies and a little description at the bottom about what the visual is describing. I also would accept a comic strip of ways you could conserve water if you want to use the Bit strip program on the computer.”

I will differentiate this lesson by modifying content of the concept chart “Instead of writing more than 2 examples for each category, it will be acceptable that you give me 1 solid example for each section.”


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Title: Garbologist Subject/Course: Science and Technology Time: 60 minutes Strand: Understanding Life Systems Grades: 4

Lesson Description

- Student will be given a worksheet where they are able to predict how long pieces of household waste take to decompose in

a landfill. The objective of this lesson is to get students to understand long items actually take to decompose.



- Make smarter choices when it comes to waste, and waste management.


- Students will begin to understand the impact their choices have on our environment.


1) Analyse the effects of human activities on habitats and communities.


1.1) Analyse the positive and negative impacts of human interactions with natural habitats and communities. 3.4) Demonstrate an understanding of a community as a group of interacting species sharing a common habitat.

Lesson Goals

- Make students aware that as we progress into the future, our choices must be geared to creating a better planet.


- Their own recycling practices at home and in the classroom.



- Students will work independently - Class discussion after completion of worksheet

Materials

- Worksheets, chart paper, markers, pencils, erasers.

Accommodations

- Students who have difficulty with fine motor skills (writing) may express their responses orally, or could be partnered up with another student.



- Bring students to the front of the class and ask them what they had for lunch. Write down a few items, and ask students if

they recycled or not. Once students begin to understand how many items should have went into the recycling bin, tell them

that we will now take a closer look into how long these items will last at our local landfill. Tell them that we are now going to

be “Garbologists”. Ask students what are Garbologist is (One who study‟s garbage)


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Open ( 5 MINS):

- Provide students with instructions on how to complete the worksheet. The worksheet is front and back and is to be

completed independently. Send all students back to their designated seats, and instruct them to begin worksheet.

Body ( 30 MINS):

- As students complete the worksheet, cycle around the classroom providing any assistance that is required. Items on the

worksheet are linked in some way, and students may or may not make the appropriate connections (Rubber puck, and

rubber boot: both made of rubber). Once students are completed the worksheet, instruct them all to come to the front of the

class to see how close their predictions were. On chart paper, draw the first item of the worksheet. Beside each item there

will be a place for student predictions and the actual answer. Go through each item with students and see how close they

actually were.

Close ( 10 MINS):

- Once the chart paper has addressed all items on the worksheet, hold a discussion with students about the findings. It is expected that students will be extremely shocked at the new results and to see how long items last. Gear the discussion towards the students making greener choices!


- This lesson is directly linked with a physical education lesson that will solidify student learning.

Assessment

- As part of the worksheet, students are expected to answer five questions. These responses could be marked for writing competency and use of required skills.


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Worksheet: How Long Does Trash Last?

Name: ___________________________________________________ Date___________________

Instructions: Fill in the chart below. Provided your best guess to how long each item of trash will last in a

landfill site. One completed, fill in the question listed on page 2.

How long you think it will take to decompose

Items Your order of decomposing time (shortest to longest

1-12)

Actual time the item spends at a landfill

site

Pop Can

Banana

Bath Towel

Glass Bottle

Boots

Paper Bag

Plastic rings for pop cans

Plastic juice bottle

Hockey Puck

Styrofoam

Sock

Soup Can


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1) Describe your impression of a landfill site. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2) What item(s) listed in the chart, if any, have anything in common? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3) What will happen to these items if they end up in our landfill? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 6) Which item do you think will take the shortest time to decompose? The

longest? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5) What are some key ways that we can help our environment? What things can

we do every day? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


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How Long Does Trash Last?

Answer Sheet

Banana–3 to 4weeks

Paper bag – 1 month

Bath Towel – 5 months

Sock – 1 year

Boots – 40 to 50 years

Hockey puck – 50 to 80 years

Tin can (soup or vegetable can) – 80 to 100 years

Aluminum can (soda pop can) – 200 to 500 years

Plastic 6-pack rings – 450 years

Plastic juice bottle – 1 million years

Styrofoam cup–unknown? Forever?

Glass bottle – unknown? Forever?


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Grade 5


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Title: “Paper Maché Masks” Subject/Course: Art Time: 2 Periods of 60 Minutes Strand: Visual Arts Grades: 5

Lesson Description

This lesson can be applied to each of the junior grades. Students will use paper maché masks using recycled materials (newsprint, magazines, paper, etc). The teacher may also wish to integrate this lesson with Drama, using the masks for a role play activity. This mask activity can be tailored to any unit the class is working on as a mask theme (ex. Animals, literary characters, self-portraits, etc.)



Students will complete their masks by the use of the element of design: Texture (textures created with a variety of tools, materials, and techniques, patterning) and Color (the color wheel, tertiary colors, colors for expressive purposes; color for creating naturalistic images


Students will apply the elements of design in order to communicate the idea of reusing our waste


D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual art to communicate feelings, ideas, and understandings


D1.1 Students will be able to create two- and three-dimensional art work that express feelings and ideas inspired by their own and others‟ points of view.

Lesson Goals

Students create an art piece by using recycled materials

Students realize that paper materials can be used again for useful purposes (in art or other areas) instead of simply being thrown away


Students will extend their exploration of personal experiences in their own world to produce works of art

There is so much paper waste each day, we need to be more conscious of the paper we use

Students will use their background knowledge of art in previous grades (texture and colour)

Students will use their own creativity to turn create a mask using paper maché



Students will work on their masks independently, but may work alongside friends (in order to share paper maché materials)

Teacher-directed: teacher will demonstrate paper maché process, have completed mask as a visual aid


Newsprint and other paper materials, wallpaper paste (or white glue with water), balloons, tape, plastic tablecloth, paints, paintbrushes, water containers, decorations, ribbon

Pictures from which to model ideas for mask (photographs of animals, etc.)


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Teacher will introduce paper maché activity (and theme of the project if applicable). Teacher will allow students to think about the animal or character they wish to portray as their mask.

Open (10 MINS):

The teacher will demonstrate how to start paper maché activity. Start by blowing up balloon to the size of student‟s face (this will act as the support while mask is being constructed and allow mask to dry correctly). The balloon will be secured to the table with tape. The table will be covered with the plastic tablecloth to prevent messes. Next, shred newsprint and paste on balloon in strips. Students will do so in the shape and size they please.

Body (100 MINS):

(Part One): 60 minutes. Students will sit in groups to complete activity (and share resources more easily) and follow the teacher-directed instructions.

When students are satisfied with their design, they may set their mask and balloon in a safe place to dry. Students who finish early may begin thinking about how they will paint their mask in part two.

(Part Two): 40 minutes. Students will use paints to paint their mask as they wish. After letting the mask dry, further decorations may be applied (more recycled materials: ribbons, buttons, fabrics, etc.)

When masks are completed, teacher may puncture holes in each side to attach ribbon

Close (5 MINS):

Students may wear masks and do a gallery walk, looking at their classmates‟ work.


These masks can be used for future Drama lessons in role play, tableau or play

Assessment

Students will be assessed on their ability to make use of elements of design (texture and colour)


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Title: “Junkyard Art” Subject/Course: Art Time: 60 Minutes Strand: Visual Arts Grades: 5

Lesson Description

Students will work in small groups (2 to 4 students) to create a portrait of a person consisting entirely of recycled materials. Teacher will supply some materials (and ask students to bring in and use their own also).



Students will complete their art by the use of the element of design: Texture (textures created with a variety of tools, materials, and techniques, patterning) and Color (the color wheel, tertiary colors, colors for expressive purposes; color for creating naturalistic images


Students will apply the elements of design in order to communicate the idea of reusing our waste


D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual art to communicate feelings, ideas, and understandings.


D1.1 Students will be able to create two- and three-dimensional art work that express feelings and ideas inspired by their own and others‟ points of view.

Lesson Goals

Students create an art piece by using recycled materials

Students realize that materials can be used again for useful purposes (in art or other areas) instead of simply being thrown away


Students will extend their exploration of personal experiences in their own world to produce works of art

There is so much waste produced all the time and something needs to be done about it

Students will use their background knowledge of art in previous grades (texture and colour)

Students will use their own creativity to turn objects into a human portrait



Teacher may create groups of students who work well together or allow students to make their own groups

Teacher will introduce activity by use of direct instruction before students work independently


Any recycled materials (paper plates, old clothing, wrapping paper, newspaper, etc.), Large sheets of enviro-paper, Markers, Glue, Scissors

Leaving examples of “Junkyard Art” for visual examples for students

Extra time if students require it to complete their portraits

Accommodations

Allowing students to work with the group of their choosing (especially for students who are self-conscious of their art skills)


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Show students an example of “Junkyard Art” and ask “What do you notice about this piece of art?” Students will describe piece as being made out of garbage.

Open (5 MINS):

Teacher will emphasize the idea that we produce an access amount of waste each day and begin a discussion (have students think about their waste at lunch and at home, etc).

Teacher will challenge class to make their Junkyard Art entirely out of recycled material (excluding glue, markers, and the paper it is mounted on).

Body (42 MINS):

Students will work together in groups to complete their portraits, using teacher-supplied materials and their own. Students may share and swop their materials if they wish. Teacher will spend time observing and making suggestions about students‟ art.

Close (10 MINS):

Have students post their work around the room and take a gallery walk (examine their classmates‟ work)

After walk, lead a discussion of how we can reuse of waste, think of different ways to reuse them (ex. Reusing old food containers to wrap up leftovers from meals)


Students learn to be wiser of the waste they create and what waste they can reuse

Assessment

Students will be assessed on their ability to make use of elements of design (texture and colour)


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Grade 6


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Title: Personal Landfill Site Subject/Course: Science and Technology Time: 60 Minutes Strand: Understanding Life Systems: Biodiversity Grades: 6

Lesson Description

Students will create their personal landfill site in the classroom. Have students make a prediction indicating whether or not the items will decompose and if they will, what is the time span it would take to decompose. They will monitor this landfill site daily or every third day and will be required to record their observations. Once the unit is over, have student write a summary of their observations.



Assess human impacts on biodiversity, and identify ways of preserving biodiversity;


Analyze a local issue related to biodiversity taking different points of view into consideration propose action that can be taken to preserve biodiversity, and act on the proposal

Assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished

Use a variety of forms to communicate with different audiences and for a variety of purposes



Shoe box or Large juice/milk carton Scissors, Pencil, Eraser, Markers Material Chart Soil, Orange Peel, Cherry Seed, Foil, pop can tab, juice box straw, paper. (enough for each student‟s landfill site) Newspapers String

Have students work in groups of threes if space is limited.

Create one large class landfill site in a large shoe box or even a small indoor inflatable children‟s swimming pool.

Open (10 MINS):

Have students complete the first activity sheet which allows them to fill out a chart of all the items in their landfill site and make predictions indicating whether or not they will decompose or not.

Body (30 MINS):

Have students fill the box with soil ¾ of the way to the top. Have students place each item in the landfill site in an orderly fashion (see diagram for details). Once this is completed, students should fill out the landfill chart which shows the corresponding item to the section is it planted in. Use the string to divide the box in 6 squared sections. (this will help students differentiate the location of each material) This activity may get messy- place newspapers around the area where soil will be.

Close (5 MINS):

Have students record their observations under “Day 1”. Keep the boxes by a window where sunlight may shine. Boxes should be kept open.


This activity can help students understand the impact humans and animals have on our environment and educated them on how to make our environment a better place.


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Landfill Site Diagram (exemplar)

Landfill Correspondence Chart

Paper Cherry Seed

Piece of Foil Straw

Orange Peel Pop Can Tab

Orange

Peel

Piece of Foil

Paper

Pop Can Tab

Straw

Cherry

Seed


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Landfill Site Diagram

Landfill Correspondence Chart


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Observation Chart Week 1 Week 2 Week 3 Week 4

Orange Peel

Foil

Paper

Pop Can Tab

Straw

Cherry Seed


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Title: Pollution’s Solution Subject/Course: Science & Technology Time: 1 Hour & 45 Minuts Strand: Understanding Life Systems: Biodiversity Grades: 6

Lesson Description

Students will rotate through 4 stations which would educate them on pollution and its effect in our society. The

activities will focus on pollutions and plastics effect on wildlife, reuse, renew and recycle. The lesson will help students

understand the amount of garbage that is produced and describe how recycling saves energy and resources while

minimizing pollution.

This lesson is most effective if the 4 activities are split within 2 science periods.

Courtesy of Shirley A. Knight - Chicago IL



Assess human impacts on biodiversity, and identify ways of preserving biodiversity;


Analyze a local issue related to biodiversity


Materials

Rubber bands, brown paper bag, tape, crayons, scissors,

1 gallon glass jar, measuring cup (250ml), red food coloring,

1 gallon jug water,

paper plate, glass/china plate, paper towel, J-cloth dish towel, plastic bag, plastic foam cup, glass, plastic wrap,

Reusable refrigerator container, carrots in a plastic bag, carrots out of plastic bag.

Accommodations

Instead of each individual student completing an activity booklet, the teacher can have one activity booklet per group.


Motivational Hook: (15 Mins)

Begin this lesson by conducting a Better or Worse: A Recycling Test.

On chart paper, or the blackboard, create a T-Chart labeled „Better or Worse‟

Hold up the listed items and allow students to hypothesize as a class, whether the items are better for our environment

or worse.

-Paper Plate vs. Glass/China Plate -Paper Towel vs. J-Cloth

-Plastic Bag vs. Paper Bag -Plastic Foam Cup vs. A Glass -Carrots in a Bag vs. Carrots out of a Bag

(Items which are bolded are better for the environment)

Open: (20 Min)

Review the T-Chart and discuss with students why certain items are better for our environment and the effects the

others have.

Promoting Questions: How can we eliminate the use of plastic bags at grocery stores? (Look for: Use paper bags,

biodegradable bags). List some ways we bring snacks to school without using plastic bags. (Look for: Tupperware)


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Body: (15 Min per Activity)

Explain each centre/station to students. Introduce them to the activity instruction card and show them the correct way

to use the materials.

Split students up in groups of 4-6. Rotate the student groups in 10-15 minutes intervals per station. While some

students are at the stations, others should be working on an activity booklet.

Activity 1:

Materials: Jug of water (about 7 cups of water), gallon jar, food coloring, Activity Booklet

Objective: exposing students to the effects of pollution on wildlife.

Goals: Students will become aware of the reality of pollution in our water systems. As the red food coloring

„disappears‟ it represents Pollution spreading throughout the water streams rather than disappearing.

Activity 2:

Materials: Rubber bands, Activity Booklet

Objective: Students will tie the rubber band around their fingers/hand following these steps: tie the rubber band around

a pinky finger, Stretch the rubber band to the back of the hand and tie the other end to the thumb.

Goals: Students must try to untangle their fingers from the rubber band without using their available hand or help from

their group members. This activity will give students incite on how plastic materials limit sea animals when they are

caught in it. It also give student the inconvenience of trying to get free with just their one hand just as sea animals

have limited to no assistance and obviously no hands.

Activity 3:

Materials: Pencil, Eraser, Activity booklet

Objective: Students will practice the song „Recycle Now‟ (sung to the tune of Three Blind Mice). Their task is to

compose a new verse.

Goals: Display their understanding on the positive aspect of recycling.

Recycle Now

Recycle Now, Recycle Now, For earth's own sake, For earth's own sake, We cannot bury our trash today, Our landfill

can't handle it anyway, To recycle is smart for everyone, To save our earth, So recycle now.

Recycle Now Recycle Now, For earth's own sake, For earth's own sake, We know how to save a tree every day, To

keep our papers in every way, I'll tell my parents to save them too, So we'll save a tree.

Recycle Now, Recycle Now, For earth's own sake, For earth's own sake, We know that aluminum and glass are good,

To throw away plastic-we never should, I'll tell my parents to save them too, So we'll save our earth.

Activity 4:

Materials: Newspapers, plastic bags, Brown bag

Objective: Students will be required to construct a Science Folder using reusable materials throughout the classroom.

Goals: An effective way to recycle and reuse material for other purposes other than its primary intended purpose.


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Folder

1. Unglue and unfold the bottom of a large brown bag, preferably one that

is a single thickness of paper

2. Flatten bag by placing the advertising toward you. Pull the front edge

with your left hand, and the back folded edge with your right hand.

3. Cut off the bottom at the last fold.

4. Tape the top edges of the bag together. Tape the bottom edges of bag

together.

5. Measure 30 cm. down from the top edge, and then fold the bottom edge up.

6. Tape edges only. You may want to use staples or glue instead.

7. Fold in half and decorate.

Close: (10 Min)

Allow 10 minutes before the period ends for clean up. Discuss the student‟s findings with in a think-pair share. Try to mix up group members in case observations vary from group to group.

Assessment

The T-Chart should assist in assessing the student‟s prior knowledge. Use the observations from each individual activity booklet to evaluate student‟s knowledge and understanding of pollution and effects it holds in our society.


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Title: Graphing our Ecological Footprint Subject/Course: Mathematics Time: 60 Minutes Strand: Data Management and Probability Grades: 6

Lesson Description

Students will create a graph showing the ecological impact they have on the society. They‟re objective is to conclude whether or the Earth could sustain the human population if everyone lived as they do.



Data Management and Probability

Collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs;

Read, describe, and interpret data, and explain relationships between sets of data;


Data Management and Probability

Collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;

Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data, using a variety of tools

Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph.

Read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs

Compare, through investigation, different graphical representations of the same data


Materials

Ecological Footprint Survey, Chart paper, Pencils, Erasers, Markers, Metre sticks



Together with the students, read the article “How Big is My Ecological Footprint” by Tim Turner.

Open (10 MINS):

Students should complete the “Personal Eco-Footprint Calculator”. Have them complete all the calculations as well.

Body (30 MINS):

Once students are grouped, have them compare and contrast the data they formulated with their group. Provide students with chart paper and have them construct a graph with the necessary labels and heading. They‟re graph should present each individuals ecological footprint. (One color = one student) This would allow them to differentiate each student‟s data.

Close (10 MINS):

Have each individual write a paragraph on “Whether the Earth could sustain the human population if everyone lived as they do”

Assessment

Assess students ability to compare and contrast data Evaluate the student‟s ability to work collaboratively and to transform their data into a graph.


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Title: Problem Solving about our Earth Subject/Course: Mathematics Time: 55 minutes Strand: Number Sense and Numeration Grade: 6

Lesson Description

In this lesson students will be using their problem solving skills to tackle real life questions about our waste management habits.



Problem based learning


How can we use math to solve environmental problems?


Throughout grade six students will develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding

By the end of grade six students will solve problems involving the multiplication and division of whole numbers, and the addition and subtraction of decimal numbers to thousandths, using a variety of strategies;


Solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1 000 000

Solve problems involving the multiplication and division of whole numbers (four digit by two-digit), using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms);

Lesson Goals

Students will be reinforcing the skills they acquire through problem based learning

Students will be made aware of the significance of their actions when it comes to how they treat the environment


Problem solving methods

Students should have some background on waste management issues and other environmental problems that exist



Students will be sitting together as a class for the beginning of the class

Students will be divided into groups of 2-4 (up to discretion of the teacher) in order to create word problems and to later present them

Direct Instruction

Experiential


Waste management Information sheets

Chart Paper

Markers

Students who may have difficulty creating their own problems, can solve premade word problems



Ask students how they think that math and our waste management habits are connected. Record student‟s answers on board or chart paper.


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Open (5 MINS):

Students will be given a list of fact about the way we waste and the amount of waste we send to landfills. Go over the information as a class. Explain how word problems can be used with the information to create solutions. For example, If we see that we create x amount of waste each day, what would happen over 20 years if we decreased our amount of waste in half. How much waste would we eliminate?

Body ( 30 MINS):

Students will use the information in the worksheets to create their own word problems as a group.

The problems should be relevant to their lives and should pose a solution that they can incorporate into their daily lives

They will then be required to solve the problem they created

Close ( 15 MINS):

Students will present their findings to the class and discuss how they came up with their answer and if what they learned surprised them. Students will also have the opportunity to discuss if what they learned will have an effect on their actions when it comes to waste management.

Assessment

Students will be assessed on their presentation, to see if they were able to use. The teacher can choose to use a rubric or to take anecdotal notes.


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Problem Solving About our Earth

Information Sheet

Over 34 million tonnes of waste was handled in Canada handled during 2008 according to figures released

by Statistics Canada - that translates to about 1031 kg of waste per Canadian.

More than three quarters (78%) of this ends up in landfills. Tones

On a per capita basis, Alberta sent the most waste for disposal in 2008, the equivalent of just over 1.1

tonnes per person. Conversely, Nova Scotia sent 378 kg per person for disposal.

Nationally, the quantity of materials diverted from disposal for recycling or composting increased by

about 10% from 2006 to 2008.

Each Canadian produces 1.7kg of waste each day (roughly our body weight in garbage every single

month!)

In 2000 Toronto households created 920, 000 tonnes of waste. 76% was sent to the landfill and 24% was

recycled, composted or re-used.

As few as 50% of water bottles Torontonians consume everyday are actually being recycled.

From 2000 to 2004, the amount of organic waste composted by the waste management industry increased

by 70% to 1.7 million tonnes. Close to two thirds of these organic wastes were generated by the residential

sector.1

The average Canadian sent 51 kilograms of organic waste for composting in 2004, compared to 32

kilograms in 2000.

More statistics

http://www.gecdsb.on.ca/schools/elem/concord/1Waste_Related_Quick_Facts.pdf

Teachers can also feel free to use other information that they would like to focus on.

References

http://www3.sympatico.ca/dsloly/zerowaste/statistics.html

http://home.cc.umanitoba.ca/~thompso4/ZeroWaste.html

http://www.insidethebottle.org/canada-too-many-plastic-bottles-too-little-landfill


http://www.statcan.gc.ca/pub/16-002-x/2008001/10540-eng.htm#fn1

http://www.gecdsb.on.ca/schools/elem/concord/1Waste_Related_Quick_Facts.pdf

http://www3.sympatico.ca/dsloly/zerowaste/statistics.html

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Activity

Worksheets


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BOXES, BAGS AND BOTTLES

LET'S SEE:

How much garbage is in our lunch?

YOU NEED:

___ your lunch

DO THIS:

___ 1. Put your lunch out on your desk.

___ 2. Count the number of boxes, bags and bottles. Write it below. Remember to count your

lunch bag or box.

___ 3. Count the number of boxes, bags and bottles that you will keep and reuse. Write it below.

___ 4. Count the number of boxes, bags and bottles that you will throw away. Write it below.

Total number: _____

Number that will be reused: _____

Number that will be thrown away: _____

TALK ABOUT:

Pick one thing that you will throw away: ______________________

What could you use instead that can be reused? _______________

Why does your family use the throw-away box, bag or bottle?

____________________________________________________

____________________________________________________


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JUICE BOXES

LET'S SEE:

Are juice boxes easy to recycle?

YOU NEED:

___ 1 juice box ___ 1 small scrap of paper

___ 1 scissors ___ 1 wet paper towel

DO THIS:

___ 1. Cut apart the juice box. It is made of many different things.

___ 2. What is the inside layer made of? ____________________

___ 3. Feel the outside layer. How does it feel? _______________

___ 4. Put a drop of water on the paper. What happens?

_______________________________________________

___ 5. Put a drop of water on the outside of the juice box. What happens?

_______________________________________________

___ 6. From your observations, can you guess what the outside layer is made of?

_______________________________________________

___ 7. Now peel apart the inside and outside layers. What is the middle layer made of?

_______________________________________________

CONCLUSION:

Will a juice box be easy to recycle? ___ yes ___ no

What could you use instead of a juice box that is better for the earth?

____________________________________________________


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TRASH TRIP

LET'S SEE:

Is there anything more we could do to make less trash at lunch?

YOU NEED:

___ The cafeteria's garbage

Field Data:

___ 1. Count the number of bags for one day:

___ bags of garbage ___ bags of cans ___ bags of glass

___ 2. What's in a bag of garbage?

____________________ ___________________

____________________ ___________________

____________________ ___________________

____________________ ___________________

Garbage Analysis:

Are there any cans or glass? ___ Yes ___ No

What is there the most of? _________________________________

Why isn't this recycled?

______________________________________________________________________________

What else can be recycled?

______________________________________________________________________________

Recommendation:

How can our cafeteria reduce the amount of garbage?

____________________________________________________

____________________________________________________


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Name _______________

Date _____________

Reading Comprehension Worksheet

Environment

Large fires are now blazing across seven western states, the National Interagency Fire Center reports from its Boise, Idaho headquarters. Firefighters contained four large fires Tuesday, while three new ones were reported.

All western states are reporting very high to extreme fire conditions, which could increase due to a warming trend over the next several days. More than 100 new smaller fires were reported Wednesday, most of which were contained by initial attack efforts.

In this mid-summer national wild lands fire report, the federal agency responsible for firefighting says 1,547,312 acres have been burned so far this year. The area burned is below the 10 year average, and half the area burned at this time last year, a severe fire season.

The fire situation could get much worse, warns Barry Hill, director of the Natural Resources and Environment division of the General Accounting Office. Testifying before the House Forest and Forest Health Subcommittee Tuesday, Hill said there are problems with the Forest Service and Interior Department's implementation of the National Fire Plan.

1. Where is the headquarters for the National Fire Center located?

2. What makes land more likely to catch fire?

3. What season of the year is most likely fire season throughout the country?

4. Are the conditions getting better or worse as time goes on? Explain.


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Name _______________

Date _____________

Environment Vocabulary List & Definitions

endangered species Species of plant or animal that is in danger of becoming extinct.

evolution Continuous modification and adaptation of organisms to their

environments through selection, hybridization, and the like.

Extinct No longer existing, as an animal species.

greenhouse effect

The warming trend on the surface and in the lower atmosphere of a

planet, held by scientists to occur when solar radiation is trapped, as

by emissions from the planet.

habitat The natural environment of a plant or animal.

insecticide A substance used to kill insects.

atmosphere Mass of gases surrounding the earth or any other celestial body.

ozone

Oxygen in the form of molecules with three atoms, created by

exposure of oxygen to electrical discharge or ultraviolet radiation,

having a sharp smell, and being an effective oxidant for use in

bleaching and sterilizing.

poacher One who illegally hunts on another's property.

pollution Contaminating material that pollutes.

smog A haze caused by the effect of sunlight on foggy air that has been

polluted by vehicle exhaust gases and industrial smoke.

biosphere The part of the earth and its atmosphere in which living organisms

can exist.

Conservation The act of preserving and protecting from loss, destruction, or waste.


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Name ___________ ____

Date _____________

Environment Vocabulary Quiz

Directions: Match the vocabulary words on the left with the definitions on the right.

extinct

Oxygen in the form of molecules with three atoms, created by exposure

of oxygen to electrical discharge or ultraviolet radiation, having a sharp

smell, and being an effective oxidant for use in bleaching and

sterilizing.

pollution The natural environment of a plant or animal.

ozone Contaminating material that pollutes.

endangered species The continuous modification and adaptation of organisms to their

environments through selection, hybridization, and the like.

poacher A species of plant or animal that is in danger of becoming extinct.

conservation The act of preserving and protecting from loss, destruction, or waste.

evolution The mass of gases surrounding the earth or any other celestial body.

greenhouse effect A substance used to kill insects.

habitat One who illegally hunts on another's property.

atmosphere No longer existing, as an animal species.

insecticide

the warming trend on the surface and in the lower atmosphere of a

planet, held by scientists to occur when solar radiation is trapped, as by

emissions from the planet.


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Environmentally

Friendly

In-School Programs


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Environmentally Friendly In-School Programs

1. Trade Show

Arrange for stations or stalls to be set up in the gymnasium or cafeteria. Allow parents to

come in and trade or sell their used goods. This can include books, clothes, shoes, school

materials, accessories (bikes, roller blades), etc.

This program can be organized at the beginning of the year and also at the end of the

year.

2. P.A.I.R.- Parents Assisting in Rides

This program should be introduced at the beginning of every year. It encourages parents

to communicate amongst their neighbours and other parents about rides and

transportation. The goal of this program is to promote carpooling amongst those who live

within the same vicinity.

3. Boomerang Lunches

Students are required to take any wrappers or garbage they bring with their lunch.

Encourage parents to send lunches in thermoses or Tupperware. This can include juice

boxes, granola bar wrappers, plastic utensils, etc.

4. No Plastic on Property

Eliminate plastic water/juice bottles on school property. Encourage parents to send juice or

water in sip-cups or stainless steel water bottles.

5. Healthy Snack Program

This program not only encourages healthy eating and living styles, however it also assists

in eliminating the amount of waste gathered during recess or snack time. Arrange for fun

and healthy snacks which can be distributed to each classroom before recess. For

example, sliced apples.


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Bibliography

"Environment Lesson Plans." Worksheets, Lesson Plans, Teacher Resources, and Rubrics from TeAch-

nology.com. Web. 02 Mar. 2011.

<http://www.teachnology.com/teachers/lesson_plans/science/environment/>.

"Environment Theme - Teacher Stuff." A to Z Teacher Stuff for Teachers. Web. 02 Mar. 2011.

<http://atozteacherstuff.com/Themes/Environment/>.

"Lesson 1: Trash: It Lasts a Long Time." City of Tucson Recycling Education Program. Web. 03 Mar. 2011.

<http://www.outreach-scheduling.org/downloads/TTT_Lssn1_Aug07.pdf>.

Ng-a-Fook, N. (2010). An/other Bell Ringing in the Sky: Greenwashing, Curriculum, and Ecojustice. Journal for the

Canadian Association of Curriculum Studies, 8 (1), pp. 41-67.

Turner, Tim. "How Big Is My Ecological Footprint?" Abstract. Print.


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This resource pack has been printed with 100% recycled paper.


Environmental Lesson Plans In Collaboration with Friends of the Earth

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