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Pollution Objective Students will be able to identify sources of pollution (air, water, and land).

. Students will be able to list ways to prevent pollution (air, water, and land). ELA Standards PreK Reading Standards for Informational Text - Key Ideas and Details 1. With prompting and support, ask and answer about detail(s) in a text. Reading Standards for Informational Text - Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). Writing Standards - Text Types and Purposes 1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like. because) 3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened. Speaking and Listening Standards - Comprehension and Collaboration 1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups. 2. With guidance and support, conrm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarication if something is not understood. 3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. K 5
Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specic textual evidence when writing or speaking to support conclusions drawn from the text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Responding to Literature 11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Time 30-40 minutes Room Layout Whole group on line

Materials For older kids - Lets Look After Our World by Diana Noonan Younger students - Pollution by Sandra Iversen Venn Diagram worksheet (for each student) Anticipatory set Show a picture of a polluted park and discuss with the students if they would want to play here. Procedure 3-5 - Book walk, read aloud, discuss predictions. Class discussion, include examples of text to self connections. Compare and contrast images of polluted and non polluted environments using a Venn Diagram. Draw two different pictures, one in its polluted and the other in its non-polluted state. 5-7 - Book walk, read aloud, discuss predictions. Class discussion, include examples of text to self connections. Compare and contrast images of polluted and non polluted environments using a Venn Diagram. Draw a picture and/or write2-4 sentences on preventing pollution (pertaining to the imiages). Age 7-9 - - Book walk, read aloud, discuss predictions. Class discussion, include examples of text to self connections. Compare and contrast images of polluted and non polluted environments using a Venn Diagram. Students will ll in a Venn Diagram worksheet based off of class discussion Using Venn Diagram students will write a paragraph describing an environment that is free of pollution. Closing 3-5 - Share pictures as ticket out the door. 5-7 - Come back to line, ask each student to name one thing to prevent pollution. 7-9 - Come back on line, each student will write one detail from their paragraph on a post-it note. The post-it notes will then be displayed next to the Venn Diagram.

Reduce/Reuse/Recycle Objective Dene the three Rs Students will be able to identify what and how to recycle Time 30-40 minutes Room Layout Whole group on line Materials A Handbook for Kids: Recycle! by Gail Gibbons Recyclable and nonrecyclable materials Class set of picture cards of garbage can and recycle bin Poster board with stop sign Anticipatory set - Have recyclable and non-recyclable items on oor or table Hold a general discussion about what the items are and what the differences are Procedure 3-5 - Comprehensive book tour Examine the pictures Discuss vocabulary words using pictures Collaborate on a class list of critera for recycling items 5-7 - Read the book Using the book, discuss key vocabulary Collaborate on a class list of critera for recycling items Using stop poster, teacher will record critera for recycling during class discussion. 7-9 - Read the book Groups of students will dene key words from the book Split students into 3 groups (Group 1 Reduce, Group 2 Reuse, Group 3 Recycle). Have each group create a poster for their assigned word showing the importance of the theme. Closing 3-5 - Using thumbs up/ down students will identify which items from the anticipatory set belong in the trash or recycling bin. 5-7 - Using the picture cards, students will identify which items from the anticipatory set belong in the trash or recycling bin. 7-9 Students will present their poster.

Be green Objective Students will describe how humans actions affect our planet. Students will identify how to live more environmentally friendly. Time 30-40 minutes Room Layout Whole group on line Materials Helping Earth by Barbara L Luciano Newspaper articles about being green class set empty milk cartons class set empty 2 liter bottles Anticipatory set Display a plastic 2 liter planter and discuss with the students what it started as and what it is being reused as. Procedure 3-5 - Read book Students will make bird feeders from plastic bottles Students will make planters from empty milk cartons. 5-7 - Read and discuss local newspaper articles Students will make bird feeders from plastic bottles Students will make planters from empty milk cartons. 7-9 - Read and discuss local newspaper articles Students will make bird feeders from plastic bottles Students will make planters from empty milk cartons. Closing 3-5 - Come back to line, think/pair/share one thing youve learned 5-7 - Come back to line, think/pair/share one thing you can reuse 7-9 - Come back to line, think/pair/share one thing you can reuse

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