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.
Safe Places in the Community: Day 8 of Unit
Safe Places in the Community: Parks
Grade 3
Teacher: Ms. Jennifer Steinmetz
Day 8: 45 minutes
Goal: The goal of today’s lesson is to show students how many parks there are in Winona, MN. They will discover where parks are located and which park they are closely located to. Pollution is a problem of today’s society. Due to new technologies the world has changed in many ways. Some of these changes has made life better and health for many people better, however of these changes, it has equally negatively affected the environment causing different kinds of pollution that’s harmful to both the environment and humans. Children are our future; they need to be able to identify the types of pollution, the sources of the pollution, and how they can protect the environment from pollutants so that our Earth stays healthy. This lesson is the first of two days.
Materials
• Garbage
• Copies of lists of parks in Winona, MN.
• Computer
• Projector
• List of vocabulary words.
• Pictures of different types of pollution.
• 1 celery stalk per group with leaves still on them
• Water
• 1 glass per group
• Red food coloring
• Spoons
• Knives
• Cutting board
• Stories about people helping prevent pollution to be read aloud to the children.
• White tag board: ½ sheet per student
• Markers, crayons, or colored pencils
• Chalkboard/Whiteboard
• Chalk/White board markers
• Directions for each student explaining the celery experiment
• Map of Winona, which children should have already from previous days.
Procedure
Introduction
1. Spread garbage all over the floor and desks of the students before they arrive to class. (Garbage such as: crumpled papers, candy wrappers, pop bottles, etc. However nothing that is going to get messy.) 0 minutes since you will be doing this before class.
2. When the children walk in the room they will probably ask many questions as to why there is garbage every where, do not answer any questions and say it is part of today’s lesson. 0 minutes, this is done as they are entering the class before the bell rings.
3. Begin the lesson by asking children if they enjoy having garbage all over the room. Most likely their answers will be, “No,” that is when you bring up the topic of throwing garbage on the ground at parks and how it is not a good idea, just like how throwing garbage around the classroom is not. Allow for discussion. 3 minutes
Developmental Experiences
4. Refer to the question written on the board, “How many parks do you think are in Winona?” Go around the entire room and allow each child to make a guess. As each child says their answer write it on the board below the question. 2 minutes
5. After each child has guessed a number add all the numbers together and divide by the number of students to come up with an average (do this on the board and explain to the children as you figure it out how you are doing it and what an average means. Average: typical or common number.) Then pass out a paper to each child with the names of all the parks in Winona. Ask them if the number of parks surprises them? Why or why not?
a. They might come up with answers such as: they only thought the park around their neighborhood was the only one, or they never imagined that one town could have so many different parks. 5 minutes
6. Next go to the computer and show the children where some of the parks are on googleearth.com (you will have this set up before class begins with the site already up and hooked up to the projector). As you are getting the computer ready have the children bring out their maps of Winona. As you go to different parks on googleearth.com have the children mark on their maps where parks are located. (By now they have a good idea of how to locate an address or a certain area, which you can help locate the correct place to put a mark for the park. Have them point out some unique things they see.
a. Such answers might be: all the woods around a park, a park in the middle of town, different types of parks, etc. 8 minutes
7. Ask the children what is pollution?
a. Allow them to explore ideas: bad for the Earth, people’s litter, etc. 3 minutes
8. Pass out the list of vocabulary words and go over each word with the children. 3 minutes
9. Next, go over the pictures taped on the board in the front of the room: air, water, and land pollution. Have the students discuss what is wrong with each picture and write their responses below each picture as they are said. (Air pollution picture, water pollution picture, and land pollution picture.) Again allow for discussion such as: what caused this pollution, what can be done to prevent it, etc. 7 minutes
10. Split the students up into 3-4 people groups with the people surrounding them so that they can put their desks together. Give the handout explaining the directions for the celery stick experiment on it to each student. Go over the directions with the entire class and explain that this experiment will go into tomorrow’s lesson. Ask for any questions. 2 minutes
11. The students are then to do the experiment and follow the directions, which were orally given to them and the written copy in front of them. Next have each group pick one person to come up front and get the supplies: glass, celery stick, water into the glass, spoon, and then put 8 drops of red food coloring into their glass. They are to stir the water and food coloring once they are back at their desks. Once it is fully stirred they can put the celery stick in the water. Each group must then write all group members names on a piece of paper and set the glass on top of it on the windowsill. 10 minutes
12. Once the class is back in their original spots ask the students what they think will happen and why? How do they think this experiment would relate to land pollution?
a. Some answers may include:
i. Celery will die because it is sitting in the toxic red food coloring.
ii. Celery will turn red from the red food coloring.
iii. The polluted water will go into the celery and kill it.
iv. Polluted ground water will go into our plants and kill them.
2 minutes
Closure
13. To end the day, explain to the children that they are to make bumper stickers representing warnings and laws concerning pollution. Some ideas for their bumper stickers could be: NO LITTERING, NO TRUCKS, NO DUMPING, NO BURNING. Provide them with paper, markers, crayons, and colored pencils. Tell the students that they will not have enough time to finish it today; therefore it will be homework due for tomorrow. (If there is no time left, allow them to take materials they need and they will not get work time, it will all be homework). While the children are working on their bumper stickers meet with the group who is constructing the park for the cardboard box. Explain to them that they will not have time to work on it today, but ask for any ideas they have thus far and what materials they will need to work on it tomorrow. Left over time.
Assessment
The assessment today will be on the children’s responses to the pictures of pollution and the bumper sticker they started to make. Did they understand each picture’s meaning? Did they get the concept of what air, water, and land pollution is and where it comes from? What was their saying for their bumper sticker? Was it appropriate for the idea you were trying to teach.
Vocabulary
Pollution: the introduction of harmful substances or products into the environment.
Litter: objects spread or scattered about. Pop cans on the side of the road, candy wrapper on the playground, or newspapers at the park on the ground.
Surroundings: The external situation or items around you, setting, and objects that affect life and expansion; also known as the environment.
Environment: the combined surrounding of things, setting, or influences.
Group Member Names:
Celery in Red Water
Materials:
1. Glass
2. Water
3. Red food coloring
4. Spoon
5. Stalk of celery
Experiment:
1. Fill your glass half full with water.
2. Add eight drops of red food coloring to the water in the glass.
3. Use a spoon to stir the water and food coloring.
4. Put the stalk of celery in the glass. The leaves of the stalk up!
5. Put all the members names on a piece of paper.
6. Place the paper on the windowsill and the glass with the celery in it on top of the paper.
Write your predictions below of what will happen to the celery stick:
Grade 3
Teacher: Ms. Jennifer Steinmetz
Day 8: 45 minutes
Goal: The goal of today’s lesson is to show students how many parks there are in Winona, MN. They will discover where parks are located and which park they are closely located to. Pollution is a problem of today’s society. Due to new technologies the world has changed in many ways. Some of these changes has made life better and health for many people better, however of these changes, it has equally negatively affected the environment causing different kinds of pollution that’s harmful to both the environment and humans. Children are our future; they need to be able to identify the types of pollution, the sources of the pollution, and how they can protect the environment from pollutants so that our Earth stays healthy. This lesson is the first of two days.
Materials
• Garbage
• Copies of lists of parks in Winona, MN.
• Computer
• Projector
• List of vocabulary words.
• Pictures of different types of pollution.
• 1 celery stalk per group with leaves still on them
• Water
• 1 glass per group
• Red food coloring
• Spoons
• Knives
• Cutting board
• Stories about people helping prevent pollution to be read aloud to the children.
• White tag board: ½ sheet per student
• Markers, crayons, or colored pencils
• Chalkboard/Whiteboard
• Chalk/White board markers
• Directions for each student explaining the celery experiment
• Map of Winona, which children should have already from previous days.
Procedure
Introduction
1. Spread garbage all over the floor and desks of the students before they arrive to class. (Garbage such as: crumpled papers, candy wrappers, pop bottles, etc. However nothing that is going to get messy.) 0 minutes since you will be doing this before class.
2. When the children walk in the room they will probably ask many questions as to why there is garbage every where, do not answer any questions and say it is part of today’s lesson. 0 minutes, this is done as they are entering the class before the bell rings.
3. Begin the lesson by asking children if they enjoy having garbage all over the room. Most likely their answers will be, “No,” that is when you bring up the topic of throwing garbage on the ground at parks and how it is not a good idea, just like how throwing garbage around the classroom is not. Allow for discussion. 3 minutes
Developmental Experiences
4. Refer to the question written on the board, “How many parks do you think are in Winona?” Go around the entire room and allow each child to make a guess. As each child says their answer write it on the board below the question. 2 minutes
5. After each child has guessed a number add all the numbers together and divide by the number of students to come up with an average (do this on the board and explain to the children as you figure it out how you are doing it and what an average means. Average: typical or common number.) Then pass out a paper to each child with the names of all the parks in Winona. Ask them if the number of parks surprises them? Why or why not?
a. They might come up with answers such as: they only thought the park around their neighborhood was the only one, or they never imagined that one town could have so many different parks. 5 minutes
6. Next go to the computer and show the children where some of the parks are on googleearth.com (you will have this set up before class begins with the site already up and hooked up to the projector). As you are getting the computer ready have the children bring out their maps of Winona. As you go to different parks on googleearth.com have the children mark on their maps where parks are located. (By now they have a good idea of how to locate an address or a certain area, which you can help locate the correct place to put a mark for the park. Have them point out some unique things they see.
a. Such answers might be: all the woods around a park, a park in the middle of town, different types of parks, etc. 8 minutes
7. Ask the children what is pollution?
a. Allow them to explore ideas: bad for the Earth, people’s litter, etc. 3 minutes
8. Pass out the list of vocabulary words and go over each word with the children. 3 minutes
9. Next, go over the pictures taped on the board in the front of the room: air, water, and land pollution. Have the students discuss what is wrong with each picture and write their responses below each picture as they are said. (Air pollution picture, water pollution picture, and land pollution picture.) Again allow for discussion such as: what caused this pollution, what can be done to prevent it, etc. 7 minutes
10. Split the students up into 3-4 people groups with the people surrounding them so that they can put their desks together. Give the handout explaining the directions for the celery stick experiment on it to each student. Go over the directions with the entire class and explain that this experiment will go into tomorrow’s lesson. Ask for any questions. 2 minutes
11. The students are then to do the experiment and follow the directions, which were orally given to them and the written copy in front of them. Next have each group pick one person to come up front and get the supplies: glass, celery stick, water into the glass, spoon, and then put 8 drops of red food coloring into their glass. They are to stir the water and food coloring once they are back at their desks. Once it is fully stirred they can put the celery stick in the water. Each group must then write all group members names on a piece of paper and set the glass on top of it on the windowsill. 10 minutes
12. Once the class is back in their original spots ask the students what they think will happen and why? How do they think this experiment would relate to land pollution?
a. Some answers may include:
i. Celery will die because it is sitting in the toxic red food coloring.
ii. Celery will turn red from the red food coloring.
iii. The polluted water will go into the celery and kill it.
iv. Polluted ground water will go into our plants and kill them.
2 minutes
Closure
13. To end the day, explain to the children that they are to make bumper stickers representing warnings and laws concerning pollution. Some ideas for their bumper stickers could be: NO LITTERING, NO TRUCKS, NO DUMPING, NO BURNING. Provide them with paper, markers, crayons, and colored pencils. Tell the students that they will not have enough time to finish it today; therefore it will be homework due for tomorrow. (If there is no time left, allow them to take materials they need and they will not get work time, it will all be homework). While the children are working on their bumper stickers meet with the group who is constructing the park for the cardboard box. Explain to them that they will not have time to work on it today, but ask for any ideas they have thus far and what materials they will need to work on it tomorrow. Left over time.
Assessment
The assessment today will be on the children’s responses to the pictures of pollution and the bumper sticker they started to make. Did they understand each picture’s meaning? Did they get the concept of what air, water, and land pollution is and where it comes from? What was their saying for their bumper sticker? Was it appropriate for the idea you were trying to teach.
Vocabulary
Pollution: the introduction of harmful substances or products into the environment.
Litter: objects spread or scattered about. Pop cans on the side of the road, candy wrapper on the playground, or newspapers at the park on the ground.
Surroundings: The external situation or items around you, setting, and objects that affect life and expansion; also known as the environment.
Environment: the combined surrounding of things, setting, or influences.
Group Member Names:
Celery in Red Water
Materials:
1. Glass
2. Water
3. Red food coloring
4. Spoon
5. Stalk of celery
Experiment:
1. Fill your glass half full with water.
2. Add eight drops of red food coloring to the water in the glass.
3. Use a spoon to stir the water and food coloring.
4. Put the stalk of celery in the glass. The leaves of the stalk up!
5. Put all the members names on a piece of paper.
6. Place the paper on the windowsill and the glass with the celery in it on top of the paper.
Write your predictions below of what will happen to the celery stick:
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