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Week/Topic 3rd Grade Restoring the Trees

Monday All School Unit Kick-Off: Introduce The Lorax

Tuesday Read story again & Act out

Wednesday Define a Philanthropist

Thursday Outside Activity

Friday It Could Still Be a Tree by Allan Fowler

Recycling/Composting Mining Cookies & Brown Gold Collection River Menominee Indian Tribe Presentations

Renewable Resources



Online Scavenger Hunt Sharing Day: Cleaning up the Earth

Brainstorm the many kinds of pollution. How Can I Help Reduce Pollution? (Is it too Loud?)

Data Collection Research and Books

Planning for our Future

Earth Day: All School Cleanup of school area & community

How Can I Help Reduce Pollution? (Before and After)

How Can I Help Reduce Pollution? (Pollution: Acceptable or Not?)

Arbor Day: All School Unit Celebration. Movie & Celebration. Leave with a tree to plant at home.

Week 1: Restoring the Trees

Purpose: In this lesson, the students learn about the value of trees to the environment and all sectors of society. They also learn their personal responsibility for caring for trees. Students act out story of The Lorax and recognize that trees are a limited natural resource. They brainstorm the benefits of trees and group (and regroup) the benefits into meaningful categories. Duration: Five 30-45Minute Class Periods Objectives: The learner will:

Identify the main idea of The Lorax and act out the story while the teacher reads it aloud. Recognize that we have a responsibility for the common good and can be good stewards of trees. Define and give examples of selfishness and selflessness. Brainstorm the uses of trees and sort into meaningful categories. Define the four sectors of society--family, business, government, and non-profit--and discuss each sector's interest in trees.


The Lorax by Dr. Seuss It Could Still Be a Tree by Allan Fowler or other book explaining the uses of trees props for a re-enactment of The Lorax (colored feathers, pail, phone, pretend ax, sweater, hat, glove, gag glasses with moustache, yardstick, animal hats or masks for birds, fish, bears, tree seed) chart paper and markers sticky notes

Instructional Procedure(s): Day One: Show the students a seed (such as a maple seed or acorn) and tell them to imagine that this is the only tree seed left in the world because all of the trees have been cut down to build important houses, stores and roads. Ask them to "think, pair, and share" their ideas about what they should do with this seed. (Guide them to think about the importance of trees to the world and how to ensure that this seed survives and grows more trees to replace the lost trees.) List their ideas on chart paper. Do a picture-walk of the book and talk about what they see in the story. Explain to students that they are going to listen to the story read aloud and what they need to do to be good listeners. All-School Event Reading of The Lorax by Dr. Seuss

Day Two: Talk about the story. Likes/Dislikes Discuss the significance of the word unless in the story. Ask the students what their responsibility is to the trees of the world (the real world). Refer back to the list they made before reading and encourage them to add to their list of things they should do with the seed. Tell the students that they are going to act out the story of The Lorax as you read it aloud again. Assign parts and props to the students. Have them act out their parts while you reread the story aloud.

Day Three: Students have read the book through twice. Ask students to name ways they think the characters were selfish. Ask students to describe some ways the characters could have been selfless for the common good. Define a philanthropist as one who shares time, talent or treasure or takes action for the common good. Discuss whether there were any philanthropists in the book. Ask students why it is important that citizens take responsibility for the common good. What would happen in their home, school, and neighborhood if no one took responsibility for the common good? Ask the students to think about what their family members do for the common good of one another.

Day Four: Take the students outside to an area with trees (or at least one tree). Tell them to collect fallen leaves, seeds, fruits, or flowers from the ground around the tree (to bring inside). Ask them to think of different uses/jobs of trees (climbing, shade, home for bugs, food for birds, material for chairs, etc.). Encourage creativity and wide thinking. Write their ideas on sticky notes (one idea per note). Pass the notes out to the students so they each have some notes to work with back in the classroom. Back in the classroom; have one student draw a rough outline of a tree on chart paper. The students should glue in an attractive manner the leaves, seeds, etc. onto the tree outline. Tell the students to read the ideas on the sticky notes and discuss how they could group the ideas in meaningful ways. When the class agrees on some basic categories (i.e. recreation, products, habitat), write those categories on the chart paper in and around the tree. The students place the sticky notes by the appropriate headings.

Day Five: Read aloud the book It Could Still Be a Tree by Allan Fowler or another book about the benefits of trees. Give students the opportunity to add more uses of trees to the chart from what they have learned from the book (use sticky notes). Tell the students that a community can be divided into four sectors that work together to provide goods and services for the citizens. Draw and label four quadrants on chart paper: FAMILY, BUSINESS, GOVERNMENT and NOT-FOR-PROFIT. Define each word/sector. Choose one sticky note from the tree chart and ask students to decide which sector would use/benefit from the the tree for that purpose (e.g. climbing trees is probably done by FAMILY). Move the sticky note from the first chart to the new chart. Ask for volunteers to choose other sticky notes from the chart and put them on the new chart. Sometimes the group may decide that a sticky note/tree use fits in more than one category. Work out with the students how to solve that problem (e.g. write a duplicate sticky note or make a Venn diagram). Discuss how the new categories look quite different from the original chart. Discuss why you would organize the tree uses in this manner. Discuss to which sector trees are important. Guide students to recognize that trees are an important resource in many ways to many people and organizations (as illustrated in the book The Lorax) and that it is important for the sectors to work together to protect the trees for the common good.

**Optional Activity: Reread the last page of the text. Instruct students to write The Lorax II which lets the reader know what happened to the last of the Trufala Tree Seeds

Week 2: Recycling/Composting

In this lesson, students learn about the value renewable resources hold for our society and the broader community of living things. Because trees, fresh water, and clean air support most forms of life, we must protect these and other critical natural resources from over exploitation and pollution. Conservation, the practice of using natural resources in a way that ensures their continuing availability to future generations, is one approach. Through class discussion and various activities, students broaden their understanding of two important conservation activities that humans can engage in: recycling and composting. Duration: Four 30-45 Minute Class Periods Objectives The learner will: Identify examples of renewable resources and how humans use them Understand what recycling is Understand what conservation is and explain how it can help preserve the environment Understand what composting is and the environmental and societal benefits it provides Identify food waste and household items that can be recycled or composted

Multimedia Resources

Visiting a Recycling Plant QuickTime Video Making Recycled Paper QuickTime Video Compost Office Flash Interactive


Computer with Internet access Projector compatible with computer Newspaper Large bowl (one per team of students) Mixing spoon Hot water Cornstarch (2 Tbs. per team of students) Aluminum foil Glitter, confetti, dried flowers Composting Do's and Don'ts Worksheet (K-2) PDF Document (one per student) Composting and Recycling Worksheet (3-5) PDF Document (one per student)

Day One: Brown Gold Collection/ Planting Adapted from http://yucky.discovery.com/teachercenter/pg000066.htm Objective: Students will discover the benefits of using compost over regular soil in planting. Materials: Soil Compost samples (from Bins B & C) Small pots Seeds Journal (one per student) Pencils

Procedure: Provide an unfertilized soil sample to compare with the compost samples. Mix some compost into another plain soil sample and put them to a seed planting test. Students can record in their journals data pertaining to the weight and color of the soils, how quickly the seeds germinate, how healthy the plant is, and how hardy its flower is. They can judge taste, too, if vegetable seeds are used. You won't have to tell them that the compost mix will be superior every time. Have students check progress of plants throughout the next few weeks and record data in their journal.

Assessment: Review students journal records Observe students discussion and observation of plant progress

Mining Cookies by: teacherteacher on www.teacherspayteachers.com Objective: Students will understand the positive and negative effects of using natural resources Procedure:

Give each student a chocolate chip cookie, a napkin, and a toothpick. Give them only this direction: Your job is to use the toothpick to take all of the chocolate chips out of the cookie and make a pile of them on your napkin. After giving them 5-10 minutes to do this task, challenge them to put the cookie back together. Lead them to the conclusion that it is pretty much impossible. Explain to the students that the cookie is like the earth, and the chocolate chips are some of the things that we take out of the earth and that cannot be replaced. Discussion: Have a class discussion about the different materials we use in the United States and worldwide. Discuss the positive and negative effects of using our natural resources. Assessment: Teacher will assess student understanding through class discussion.

Write the following Composting Do's and Don'ts on a large sheet of paper. Tape this to the wall prior to or during Part III of the lesson.

COMPOST: Leaves, grass, weeds, small garden clippings, pine needles, wood ash, bark, nutshells, fruit and vegetable scraps (peels, skins, or seeds), coffee grounds (including the paper filter), tea bags, sawdust, newspaper, paper towels, napkins DO NOT COMPOST: Meat, fish, bones, dairy products, vegetable oils, fats, human or pet waste, charcoal ash, plastic food packaging and glass containers

Make copies of all worksheets for your grade level (one per student).

Day Two: Renewable Resources

1. Begin with a brief discussion of the two kinds of natural resources: renewable (those that can be renewed or replaced in a relatively short time by natural ecological cycles when properly managed) and nonrenewable (those that cannot be replaced at all or that take a very long time to replace). Examples of nonrenewable resources are the oil and natural gas we use to heat our homes and the gasoline we use to run our cars. Extend the discussion by doing the following: a. Have the students name some renewable resources. List these at the front of the classroom. The list might include plants (including trees) and animals, air, water, wind, and so on. Ask why each one is important to humans and describe how we use them. For example, we make paper and build houses from trees, eat plants and animals, make clothing from plant fibers and animal skins, drink water, and harness wind energy to make electricity. b. Now have the students look around the classroom and find examples of products made from renewable resources (for example, cotton clothes, leather shoes, books/paper, wooden furniture, etc.). c. Lead a discussion on what we can do to help ensure that we do not use up our renewable resources. Ask students to identify some of the potential consequences to both local and global populations if we run out of clean water, for instance, or do not replant trees to replace those cut for timber or pulp. Make sure the exchange includes the idea of conserving renewable resources (using less of them), and recycling them (using them again). The next part of the lesson focuses on recycling.

Day Three: Recycling

2. Tell students that they are going to watch a short video, and when it is finished, they will try to answer these questions:

What is recycling? Why should we recycle?

Show the Visiting a Recycling Plant QuickTime Video to the class and then facilitate a discussion about the two questions. Most students will come to the conclusion that we need to save forests. Next, ask students how many of them recycle materials at home. Make a list on the board of the materials they recycle. Continue the recycling part of the lesson using these activities: a. Ask students if their town or city has recycling services and what type of materials they collect. (You might want to find out ahead of time in case they don't know.) Make a list of these materials and compare it against the list created in the previous step. Differences might include cardboard and scrap metal, which many towns collect at drop-off centers but do not collect from homes. b. Now that students have seen why it's important to recycle, divide the class into teams of four to five students each and tell them that they are going to make their own recycled paper. Each team will need newspaper, a bowl, and a mixing spoon. Here are the instructions you should give each team: i. Tear the newspaper into small pieces, filling the bowl about halfway. ii. The teacher (or another adult) will add enough hot water to the bowl to cover all the paper. iii. Using the mixing spoon, mix the newspaper with the water, making sure that all the paper gets wet. iv. Put the bowl aside to sit undisturbed. (Note: If you cannot complete the activity by the following day, you may need to check the pulp in between sessions to ensure it does not completely dry out.) Show the Making Recycled Paper QuickTime Video. This offers students a preview to the rest of the papermaking activity. After watching the video, have each team collect their bowl and mixing spoon, and direct the students through each of the following steps. For younger students, it may be helpful to have extra adults in the room to assist with the project, or you may choose to set yourself up in a central location and rotate the groups through. a. Add 1 1/2 to 2 tablespoons of cornstarch and a little more hot water to the bowl. b. Mix the wet newspaper into the consistency of pulp (similar to oatmeal).

c. Drain any excess water with the strainer. (Refer to the video for instructions on how to make an aluminum foil strainer.) d. Take another sheet of aluminum foil and lay it on top of a few sheets of newspaper. e. Spoon enough pulp onto the foil to make a sheet of paper. Each student should make one sheet. f. Put the aluminum foil strainer on top of the pulp. Lay another sheet of newspaper on top of the strainer. g. Flatten the pulp by pressing down on the newspaper. This will squeeze out and absorb excess water, making the pulp as dry as possible. h. Remove the newspaper and foil strainer and add decorations to the pulp. i. Pinch together any holes in the pulp. j. Lay a new sheet of aluminum foil on top of the pulp. k. Place some books on top of the aluminum foil. The pressure from the weight of the books will help make the pulp as flat as possible. You may want to press down on the books to further flatten the pulp. l. Remove the books and aluminum foil, and allow the paper to dry overnight.

Day Four: Composting

3. Ask students if they know what composting is and if they know anyone who composts. Then open the Compost Office Flash Interactive. Select "Why Compost?" and read aloud and discuss the contents. Do the same for "A Big Heap of Science" and "The Perfect Recipe." Next, tape your Composting Do's and Don'ts sheet on the board and read it aloud. Proceed with the following activities: a. Go around the room and ask each student what he or she had for lunch. List the food items as well as the food packaging, such as cans, plastic wrap, napkins, and so on. b. Go through the list, asking the students to decide whether each item can be composted or not. c. Finish by reading aloud "Turn, Turn, Turn." d. Open the "Can You Keep a Microbe Happy?" game, and play it with the students. As they go through the game, make sure they understand why watering and turning a compost heap are essential for decomposition to occur. Check for Understanding (Parts I and II)

To check students' understanding, have them complete the recycled papermaking activity. 1. Have each student carefully peel off his or her piece of recycled paper from the sheet of aluminum foil. 2. Assign a papermaking project as homework. Instruct students to make a sheet of recycled paper, but this time using a material other than newspaper. For example, they can use magazine paper or cereal boxes to make the pulp. 3. Ask the students to write a short description of the material they chose, why they chose it, and any observations they had while making the recycled paper. They should end with a statement of what they learned from the project. 4. Have students bring their recycled paper and writing assignment to class. Ask them to share their experiences with the entire class. 5. Lead a classroom discussion about any lessons learned through this activity and the take-home assignment. 6. Ask students to debate the costs of recycling paper. Be sure the discussion includes the use of resources needed to do it, including clean water, energy to heat the water, cornstarch, and aluminum foil. How might the process differ in real-world recycledpapermaking facilities?

Send each student home with a Composting and Recycling Worksheet (3-5) PDF Document. The student should write down everything that was thrown away after dinner, including food items, paper products, cans, plastic food packaging, and glass bottles and jars. The student should decide if each item can be recycled or composted or if it should be thrown away. Extension (Optional)

Invite a local artist who makes paper to share his or her art with the class. Arrange a field trip to a recycling plant. Create a classroom recycling center. This is actually a "pre-cycling" center where children will separate recyclable material into various containers before sending the sorted materials to the town recycling center. Write an article in your parent newsletter about the recycling project. Encourage parents to help their children create a "pre-cycling" center at home. Create a compost pile for the class to add to and use regularly.

Day Five: Internet Scavenger Hunt by Heidi Raki Objective: Students will explore websites in order to answer questions about ecology, including recycling and conservation. Materials: Computers with internet access Internet Scavenger Hunt Worksheet o www.theloraxunit.weebly.com Procedure: Students will explore websites through the webquest to search for the information about recycling and conservation Assessment Worksheet

Week 3: River
Everybody Needs a Clean Environment by Jeanne Guthrie Overview: Our earth is fragile and becoming more polluted each day. How will we protect it for future generations? It is interesting to note that our recognition of Earth Day started with the efforts of one man, U.S. Senator Gaylord Nelson of Wisconsin! While we may not make such a recognizable contribution, each of us can make a difference in protecting our environment. We need a clean environment, free of pollutants in the air, water, and land. This lesson will give students the opportunity to research ways to reduce, reuse, and recycle by creating a book Everybody Needs a Clean Environment based on the pattern in the book Everybody Needs a Rock by Byrd Baylor. Duration: Can go for 8 or more class periods (45 Minutes) depending on the abilities of the students and the availability of computers and research materials. Objectives: Students will be aware of the pollution that exists in/on our earth Students will research the forms of pollution using the Internet Students will follow the pattern of Everybody Needs a Rock by Byrd Baylor to create rules for reducing, reusing, and recycling. Students will edit for punctuation, spelling, and usage Students will write to inform an audience Resources: Everybody Needs a Rock by Byrd Baylor The Clean Environment Graphic Organizer The Clean Environment Task The Clean Environment Rubric The Clean Environment Form for Writing Rules

Web Links Introduction to pollution and types of pollution http://www.encarta.msn.com/encnet/refpages/RefArticle.aspx?refid=761570933 Hazardous waste http://www.scorecard.org/ Air pollution http://www.epa.gov/airnow/ Water pollution http://www.epa.gov/region4/water/nps/ Wastes http://www.epa.gov/esaoswer/osw/rr.htm Recycling http://directory.google.com/Top/Science/Environment/Pollution_Prevention_and_R ecycling/Recycling_Information Environmental issues http://directory.goodle.com/Top/Society/Issues/Environment/Pollution? Preparation: Find the book Everybody Needs a Rock by Byrd Baylor in the Easy section of the library. Run off copies of the Task, Rubric, Graphic Organizer, and Form (see attached or view on www.theloraxunit.weebly.com) Bring in texts, articles, videos that might be informative to students researching the pollution in the world.

Day 1: Begin by finding out what students know about pollution. Let them brainstorm the many kinds of pollution. After a list has been generated, ask students if they can group these into categories (Air, Water, Soil, Hazardous Waste, Noise, Animal Extinction, etc.) Tell students that they will be doing research in each of these areas to find out what can be done to reduce, reuse, and recycle in order to have a cleaner environment for ourselves and for those who come after us. Tell them that before they begin you want to review the Task and the Rubric so that they will understand exactly what is expected of them during the study. Hand them out, and go over them as a class. As a homework assignment, and depending on the age of the students, you could have them bring in articles from the paper that mentions pollution anywhere on the earth.

Day 2: If students have brought in articles about from pollution, briefly go over these and add any new information to the list that was brainstormed on the first day. Tell the class that before you hand them the Graphic Organizer that will be used to record research data, you are going to read them a little book. Ask them to listen to how the pattern of the book might be used for an assignment on a clean environment. Read Everybody Needs a Rock by Byrd Baylor. Point out that the Form they will use will allow them to follow the pattern of the book. (If the book is not available, go directly to the Form, reading it and discussing how students will be finding 10 rules that people can follow to have a cleaner environment.) Hand out the Form for the books students will be creating. Explain that the rules might be different for each student, depending on what they each feel is important and obtainable by the average citizen, including themselves. Either list or make copies of the Web Links for students to begin their research. If computers are not available for all students, research can be made in small groups with each student recording his/her own data. Let students begin their data collection.

Days 3-5: Students should continue their research. Some could use texts or articles collected.

Days 6-7: Students should begin their Everybody Needs a Clean Environment books using the Form that has been provided. Students should be reminded that the rules will be the topic sentences, but the detail sentences in the rest of the paragraph should explain how the rule could be accomplished. Remind students that the rubric explains the need for correct punctuation, spelling and usage when writing for an audience. Encourage students to illustrate their rules with drawings or pictures. Tell them that they will be presenting their books to the class.

Day 8: Sharing day. Let students present their books to their classmates. Ask students to look for similarities in the rules. Point out that each person can contribute to the cleaning up of the earth by reducing, reusing, and recycling. Extensions: Have students share their books with other classes. Ask the local library to showcase the books. Read the books on Earth Day Assessment: The Rubric Teacher observation Class discussions

Week 4: Planning for the Future

Lesson Found at : http://teacherlink.ed.usu.edu/tlresources/units/Gallagher2003Fall/LMiller/INDEX.HTM Duration: Three 45 Minute 1hour Class Periods Objectives: The students will be able to describe what noise pollution is and the forms it comes in, in order to identify the influence of people on environments and environments on people. (Day Two) The student will predict how pollution may influence people and the environment, by relating the past to the future. They will predict how human activity will influence environments and communities. (Day Three) The students will be able to list several acceptable and unacceptable reason for polluting and determine for themselves why they may or may not be acceptable. (Day Four) Materials Recording of various types of noise pollution Reading or Writing materials Paper/Crayons/Markers The Lorax by Dr. Seuss Picture cards of areas that are polluted and areas that are not polluted (may be cut out of magazines or found on-line through google or other image searches)

Day One: Community Service Clean-Up Day

Day Two: Is it too Loud?

Ask the students to perform a task such as reading a book or responding to a question in their journals. As the students attempt to do this play the recording of noise pollution (honking, factory and machinery noises, interstate noises, trains, sirens etc.). After a couple of minutes stop the recording and ask the students the following questions: o How did the noises make you feel? o How did they make doing the task more difficult? o How does noise in our community affect you or the people you know? o Is noise a type of pollution? Why or why not? Discuss when a noise is and is not a type of pollution. When a noise influences people or the environment in a negative way (hearing, the thinking process, driving animals from their homes) it becomes a type of pollution. Have the students give specific examples of noise pollution and explain why they are noise pollution. Allow the students to direct the discussion through their questions and comments. On the board create a chart about noise pollution. Use the following as an example.

Types of noise pollution Disadvantages


As a class rank from least negative to most negative

Ask the students if any of these types of pollution influence them? Have them share. Have the students choose one or more types of noise pollution and write a poem. They can focus on how this type of pollution makes them feel, or how it influences the environment, animals, or people. You may want to teach the format of a specific type of poem and have the students use that type. (Use pictures along with words in filling in the chart.) Have a few of the students share their poems with the class. Review the students poems for the basic understanding of what makes noise a pollution and the consequences of it. Observe students comments and participation in class discussion and activities. **You can also have the students draw a picture that represents the type of noise pollution they wrote their poems about.

Day Three: Before and After Show the pollution picture cards one at a time. Ask the students to imagine what the area in the card may have looked liked before it was polluted. What may have caused this pollution? What could have prevented it? Show the students the non-pollution picture cards. Ask them to imagine what this area could look like in the future if it becomes polluted. What will prevent this area from becoming polluted? What will cause it to become polluted? Discuss The Lorax again. o What happened to the Truffula trees in this story? Why? o What happened to the Brown Bar-ba-loots, the Swome-swans, and the Humming-fish? o Why did this happen? o What happened to the water? Why? o How can we relate this story to our lives or to our future? o How can we prevent what happened in this story from happening in our world? Allow each student to choose one of the picture cards. If it is one of the pollution pictures, the student will create a drawing of the same picture as if it were before the pollution had occurred. If it is one of the non-pollution picture cards, the student will create a drawing of the same picture as if the area in the picture became polluted. (As needed, students may help you hold up the picture cards, help hang students drawings, or look through the Thorax book individually or with a partner.) Display the students drawings with their corresponding picture cards. Have a few of the students explain their drawings or express their feelings. Review the students pictures for understanding of the influences of pollution, its causes, and how it can affect the future. During class discussions note the students comments indicating their understanding of the potential results of pollution. **You can have the students write their feelings, or a poem, about their drawing.

Day Four: Pollution: Acceptable or Not? Discuss the increase of pollution throughout the world by asking the following questions: o In what ways has pollution increased over time? o Why has this occurred? o How has pollution influenced you or people you know positively or negatively? Allow the students to control and direct the discussion by coming up with their own answers and comments about these questions. Encourage the students to share personal experiences and relate these issues to their own lives? Make a chart on the board containing the students responses to the previously asked questions. Use the following chart as a guide. The items in this chart are possible answers to these questions. Why this has occurred: More factories More cars and other transportation More technological advances More people more consumption Carelessness littering not recycling Land Pollution Laziness Garbage and litter Driving rather than walking Chemical spills Efforts to recycle are too much Improper waste disposal

How pollution had increased: Increased air pollution: smoke chemical vapors dirt Water pollution Oil and chemical spills Sewer and garbage disposal in lakes, rivers, and the ocean

Divide the students into pairs. Each pair will create a list of acceptable reasons for polluting, and a list of non-acceptable reasons for polluting. Have them provide at least one argument as to why each type of pollution is acceptable or unacceptable. Make sure the students are aware that they may view acceptable and unacceptable differently, and as they discuss pollution issues with their partner they should share their opinions. If they cannot agree as to whether or not a particular type of pollution is acceptable or not, have them create an other list. If necessary provide ONE example about what you feel is an acceptable and an unacceptable reason for polluting. If the students come up with one or more types of pollution that the acceptability of is controversial, divide them into teams and allow them to debate the issue. If you do this make sure you establish some rules on when and how often a student can speak. Have each student design a poster. Of each pair of students, one student will design a poster illustrating an unacceptable reason for polluting, and the other students will design a poster illustrating a solution for their partners poster. Make sure the students agree upon the pollution issue they choose to illustrate. (For those who may not be able to write, provide a scribe. Also, use pictures along with words in filling in the chart.) Allow as many pairs of students as possible to share their posters. Also, have them express why they chose to illustrate what they did. Review students posters to see that they correspond with their partners poster. Review the students lists of acceptable and unacceptable reasons for pollution and their arguments behind them. Note the students comments, and willing to express their feelings, during class discussions, partner discussions, and debates. **You can have the students write in their journal about how these activities made them feel, or have them add to their poster by making it an anti-pollution campaign poster.

Day Five: Movie Celebration