Lesson Title: Giving Back

Big Idea: Having students come up with ideas on what they can do to
support our earth and how they can give back to the environment
Grade: 2nd Grade
Time Allotment: 30 minutes

Overview:
Summary: Students will learn how much negative effect humans have
put on the earth and understand the importance of working to keep our
earth cleaner and how we can do our part. They will make lists of
things they can do to help, and select one thing that they will draw a
picture of themselves doing.
Instructional Artifacts: lined paper, construction paper, crayons,
markers
Key Concept: Through this activity, students will learn why its
important to keep our planet clean and the many ways they can take
part in helping. They will understand that without our help, our planet
will continue to go into a worse state than it already is in. They will
know what destroys our planet, and how we can prevent these things
from happening.
Essential Questions:
What actions do humans make that is harming our planet?
What can we do to prevent these harmful actions?
What also can we do to help the planet become more clean and
healthy?

Instructional Procedures:
1. Introduction: As a class, we will gather on the carpet and begin a
discussion about how our planet is in danger due to the harmful
impact weve had on the environment. Together we will
brainstorm and jot down ideas on the board on what humans do
that negatively effects our planet. (ex: littering, not recycling,
effects of transportation, water/electric use, deforestation)
 2. After brainstorming a list of things that hurt our earth, I will
instruct the students to return to their seats and explain to them
the next step.
3. Development: As they are all seated in their grouped desks, I will
hand out lined paper and instruct them as groups to make lists
and brainstorm their own ideas on things we can do to help or
improve our earth and environment. (recycling,
walking/carpooling, picking up trash, shorter showers, Each table
should have a minimum of 5 things on their list. As each group
finishes their lists, they should raise their hand for me to come
around and approve it. I will tell them after their lists are
approved, they will each individually choose an idea they would
like to act on, and will draw a picture of themselves doing it. I
will provide them with necessary materials.
4. Students will spend about 5-10 minutes brainstorming as I walk
around the room and observe. If students hands are raised
indicating they are finished, I will make sure they have at least 5
valid ideas on their list, and continue to give them the art
materials (construction paper, crayons, markers) they need to
complete their drawings.
5. Closure: When the class is finished with their lists and drawings,
we will all return to the carpet and go around in a circle allowing
each student to briefly present and share his artwork to the rest
of the class.
6. After everyone has presented, their drawings will be displayed
around the classroom.

Objectives
Skills, Knowledge, Dispositions:
Students will be using prior knowledge from previous science
lessons to develop their own ideas on what humans tend to do that has
a negative impact on the earth. They will also think of ways we can
prevent it from happening, alternatives we can take, and how we can
work to improve our environment. They will learn and understand why
keeping our planet clean is important. Students will be assessed on
participation in the group as well as effort and completion on their
drawings. I will be making sure each individual understands the
positive and negative effects we have on the earth. I will also make
sure each group collaborates to work effectively and enforce
participation in the class discussion. Overall, students will be able to
gain a personal perspective on how they can take part in helping our
planet.

Interdisciplinary Connections: Students will use knowledge of the

earth to understand the role humans play in our environment. They will
use these skills to participate in a discussion on daily acts they can
perform to improve the earth.

Standards:
Standard - 4.5.2.C
Identify how people can reduce pollution.

Standard - 4.5.2.D
Describe how people can help the environment by reducing, reusing,
recycling and composting.

Standard -- 4.5.3.A
Identify resources humans take from the environment for their survival

Standard - 4.5.3.C

Identify different types of pollution and their sources.

Standard -- 4.5.3.D
Describe how waste is generated.
Identify and propose a solution for a waste issue in the school setting
(e.g.,
litter in the hallway).

Justification: Informing students on what is detrimental to our earth

and how we can avoid further harm is very important. These things are
not always taught at home, and as citizens of this planet we should be
knowledgable on the things we are doing that are harmful and how we
can play our part in trying to make the earth cleaner. As the next
generation, they will be dealing with even larger and more complex
environmental problems if they arent informed on how to take action,
and I believe this is a crucial life lesson about what they can do to help.

Assessment:
Informal: I will asses the students on class, group, and individual
participation. I will walk around the room as the students are making
their group lists, and ensure everyone is equally contributing. I will also
assess them based on the individual drawings by completion and effort
given. Lastly, I will measure their success by ensuring they all
understand why our earth is in harm and the steps we can take in
order to improve its health and cleanliness.
Adaptations:
Students who finish early: Will be instructed to add more detail to
their drawing, create more ideas for their lists, or even create another
drawing depending on time.
Students who need more time: Will stay at their desks while we
present at the rug, or use the next free/independent time to complete
the drawing.