This map will be used numerous times throughout the unit to help children visualize where places are in Winona.
Sunday, December 9, 2007
Map of Winona for Unit: Archive from WHS
This map will be used numerous times throughout the unit to help children visualize where places are in Winona.
Safe Places in the Community: Day 9 of Unit
Safe Places in the Community: Parks
Grade 3
Teacher: Ms. Jennifer Steinmetz
Day 9: 45 minutes
Goal
The students will understand the effect of pollution from humans to our environment after the celery experiment they have done. The students will discuss and understand what they can do to help protect our parks from pollution and keeping the environment safe. They will determine who can protect our parks as well as how they can protect them after reading articles about environmental projects. The students will then write an essay describing how they have protected the parks or environment and how they will in the future.
Objectives
1. The students will understand the effects of pollution.
2. The students will determine who can protect the environment.
3. The students will understand what they can do to protect the environment.
4. The students will establish what they can do to protect our environment now and in the future.
Materials
• Celery experiment the children started the previous day.
• Scissors: 1 per group
• Project Spruce-Up article: one per child
• Good Neighbors article: one per child
• Unity Park rises article: one per child
• Goodview lake park drive article: one per child
• The Winona Saturday Morning Post article on Picnic Sites and Camping: one for each child
• Chalk board or white board
• Chalk or white board markers
• Blank sheet of paper for each child
• Markers, or crayons or pencils
• Directions for mini essay
• 5 different colored paper clips for 5 different groups equally distributed
Procedure
Introduction
1. The children will start the day by getting into their groups from the previous day. They will gather their celery experiment that they started. Have each group observe and record what they see about their celery. Once they have recorded their observations tell each group to grab a scissors and to cut the celery in half. They are then to record what they observe after they cut it.
6 minutes
2. Come together as a class and discuss what each group observed. Ask the children why they think the outcome was what it was. Do you think if the red was pollution that would be good? What if all our ground water was polluted; what would happen? Would our environment be effected?
3 minutes
a. The red represents pollution. The red would travel up the stalk. If the red traveled up the stalk, the pollution would travel up plants in the environment and kill them.
b. This would not be good for our environment.
3. Have the children clean up their supplies. 1 minute
Developmental Experiences
4. When you come back as a class, ask the question: “Who can protect our environment from being polluted?” Have the children come up to the board and write down answers to this question. 2 minutes
a. Me, parents, neighbors, friends, etc.
5. Go over what the children wrote on the board. Why did they write the answers they did? How can these answers protect our environment?
2 minutes
6. Separate the children into 5 groups by having them pick a colored paper clip. (You will get the right number of paperclips and colors together before class begins.) Allow the children to get into their groups. Then give each group an article from the ones listed in the materials. Have them read the article as a group. They are then to come up with a reason why they thought I chose their article and how it relates to our current topic about parks and the environment.
7 minutes
7. Have each group present their article, what is was about, and their answer to why they thought I chose it. 5 minutes (1 minute per group)
8. Then ask the children the question: “What can YOU do to protect the environment?” Have them make a drawing of their answer. 6 minutes
9. Have the children staple their drawings to a bulletin board. 1 minute
Closure
10. Tell the children that they are now to write a short essay describing what they have done, do right now, or will do in the future to help protect our environment and parks. This paper only has to be about 2-3 paragraphs long. If they do not finish in class the paper will be due tomorrow morning.
12 minutes
Assessment
To assess the children I will evaluate the pictures they draw to represent what they can do to protect the environment. I will also assess the paper they write describing what they have done, what they do now, and will do in the future to help protect our environment.
Mini-Essay on What Would You Do?
You are now to write a short essay describing what you have done, do right now, or will do in the future to help protect our environment and parks. Such answers could be: pick up liter, throw liter in the trash and not on the ground, promote no littering, etc. This paper only has to be about 2-3 paragraphs long. If you do not finish in class the paper will be due tomorrow morning.
Grade 3
Teacher: Ms. Jennifer Steinmetz
Day 9: 45 minutes
Goal
The students will understand the effect of pollution from humans to our environment after the celery experiment they have done. The students will discuss and understand what they can do to help protect our parks from pollution and keeping the environment safe. They will determine who can protect our parks as well as how they can protect them after reading articles about environmental projects. The students will then write an essay describing how they have protected the parks or environment and how they will in the future.
Objectives
1. The students will understand the effects of pollution.
2. The students will determine who can protect the environment.
3. The students will understand what they can do to protect the environment.
4. The students will establish what they can do to protect our environment now and in the future.
Materials
• Celery experiment the children started the previous day.
• Scissors: 1 per group
• Project Spruce-Up article: one per child
• Good Neighbors article: one per child
• Unity Park rises article: one per child
• Goodview lake park drive article: one per child
• The Winona Saturday Morning Post article on Picnic Sites and Camping: one for each child
• Chalk board or white board
• Chalk or white board markers
• Blank sheet of paper for each child
• Markers, or crayons or pencils
• Directions for mini essay
• 5 different colored paper clips for 5 different groups equally distributed
Procedure
Introduction
1. The children will start the day by getting into their groups from the previous day. They will gather their celery experiment that they started. Have each group observe and record what they see about their celery. Once they have recorded their observations tell each group to grab a scissors and to cut the celery in half. They are then to record what they observe after they cut it.
6 minutes
2. Come together as a class and discuss what each group observed. Ask the children why they think the outcome was what it was. Do you think if the red was pollution that would be good? What if all our ground water was polluted; what would happen? Would our environment be effected?
3 minutes
a. The red represents pollution. The red would travel up the stalk. If the red traveled up the stalk, the pollution would travel up plants in the environment and kill them.
b. This would not be good for our environment.
3. Have the children clean up their supplies. 1 minute
Developmental Experiences
4. When you come back as a class, ask the question: “Who can protect our environment from being polluted?” Have the children come up to the board and write down answers to this question. 2 minutes
a. Me, parents, neighbors, friends, etc.
5. Go over what the children wrote on the board. Why did they write the answers they did? How can these answers protect our environment?
2 minutes
6. Separate the children into 5 groups by having them pick a colored paper clip. (You will get the right number of paperclips and colors together before class begins.) Allow the children to get into their groups. Then give each group an article from the ones listed in the materials. Have them read the article as a group. They are then to come up with a reason why they thought I chose their article and how it relates to our current topic about parks and the environment.
7 minutes
7. Have each group present their article, what is was about, and their answer to why they thought I chose it. 5 minutes (1 minute per group)
8. Then ask the children the question: “What can YOU do to protect the environment?” Have them make a drawing of their answer. 6 minutes
9. Have the children staple their drawings to a bulletin board. 1 minute
Closure
10. Tell the children that they are now to write a short essay describing what they have done, do right now, or will do in the future to help protect our environment and parks. This paper only has to be about 2-3 paragraphs long. If they do not finish in class the paper will be due tomorrow morning.
12 minutes
Assessment
To assess the children I will evaluate the pictures they draw to represent what they can do to protect the environment. I will also assess the paper they write describing what they have done, what they do now, and will do in the future to help protect our environment.
Mini-Essay on What Would You Do?
You are now to write a short essay describing what you have done, do right now, or will do in the future to help protect our environment and parks. Such answers could be: pick up liter, throw liter in the trash and not on the ground, promote no littering, etc. This paper only has to be about 2-3 paragraphs long. If you do not finish in class the paper will be due tomorrow morning.
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