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Learn to recycle, reduce, reuse and revere with Environmental Resources from Gale

Primary level: Earth Day

Author: Sarah White

Grade Level: K - 8

Subject/Content: Social Studies / Science

Summary of Lesson: Students will use research on the environment to brainstorm a list of ways they can help stop Global Warming. Students will then design posters to hang throughout the school and choose at least one action to implement in their household.

Focus Question: How can individuals make a difference in the environment?

Database(s): Kids InfoBits

Procedures:

  1. Arrange student access to the articles listed below. For older students it may be using a computer lab, for younger students the class may read the articles aloud as a group, for early elementary students the teacher may take out pertinent information and write it on the board to read to the students. All articles can be located in the kids InfoBits database by clicking the headings "science and math", "weather", and then "global warming"
    1. "The Environment."    Kidbits. Blackbirch Press, 2004.
    2. "The Environment Tidbits."    Kidbits. Blackbirch Press, 2004.
    3. "Global warming."    The Columbia Encyclopedia, 6th ed. Columbia University Press, 2000.
    4. "Global Warming."    The Blackbirch Encyclopedia of Science & Invention. 4 vols. Blackbirch Press, 2001.
  2. Provide supplies for posters including posterboard, glue and markers
  3. Type up and copy list brainstormed by students to be taken home. (A sample letter / assignment can be found here)

Steps/Activities by student(s):

  1. Read / listen to information about Global Warming
  2. As a class, list things an individual can do to help stop Global; Warming and save the environment
  3. Use the information from class to design a poster that encourages students to take a specific action to be hung in the school
  4. Take home class Earth Day Letter and pursue one suggestion, then return with parent signature

Outcome: Students will be informed on how they can make a difference in environmental degradation and they will take action towards this goal.

Related Activities: Students may organize and pursue one environmental action from their list to implement in the school as a class project. An example would be initiating a classroom recycling program, raising money to purchase fluorescent light bulbs for the school or collecting returnable cans and bottles to be recycled.

Standard Date: March 5, 2007

Content Standard(s):

  • What are the responsibilities of citizens?
  • What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?
  • How can citizens take part in civic life?
  • As a result of activities in grades 5-8, all students should develop understanding Populations, resources, and environments
  • As a result of activities in grades 5-8, all students should develop understanding Risks and benefits
  • As a result of activities in grades 5-8, all students should develop understanding Science and technology in society

Performance Indicators:

  • At Level 1, the student is able to:
    • Describe why Global Warming is a problem.
  • At Level 2, the student is able to:
    • Discuss ways people can help to stop Global Warming
  • At Level 3, the student is able to:
    • Take action towards stopping Global Warming

Computer Literacy and Usage Standards 9-12:

  • The student will demonstrate proficiency in the care and use of computer based technology.
  • The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

  • Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
  • Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
  • Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

Information Power; Information Literacy Standards:

  • Standard 2: The student who is information literate evaluates information critically and competently.
  • Standard 3: The student who is information literate uses information accurately and creatively.
  • Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
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