Environmental Conservation

SEW 2009

Tammy D. Martin

CONCEPTUAL LENS:

Conservation

CONCEPTS:

Change

Conservation

Adaptation

ESSENTIAL UDERSTANDINGS

Change is inevitable and can be positive or negative.
Change generates more change.
The actions of people affect the environment.
Adaptation and conservation are important in protecting and sustaining the environment.

ESSENTIAL QUESTIONS

How is change in our environment inevitable?
How can change in our environment be positive or negative?
In what ways does change generate more change?
In what ways do the actions of people affect the environment?
In what ways can adaptation and conservation occur in order to protect and

sustain our environment?

PRINCIPLES

Environmental changes are inevitable, continuous and each change has

continuous effects on other entities within the environment.

Many environmental changes occur as a result of the actions of people;

these changes can be positive or negative.

3. Adaptation and conservation are important responses in order to protect

and sustain our environment.

PROCESS SKILLS

Observing; forecasting cause and effect; productive thinking; communication; organizing; critical thinking; synthesizing; evaluating; planning; and decision-making.

GRADE LEVEL

2nd – 3rd : Planet Protectors

4th – 5th : Go Green

Tammy Martin

2009 SEW Menu

Environmental Conservation – “Going Green”

Grades 2-3, 4-5

Topic / Type I / Type II / Type II ½ and III
Conservation
Introduction / Discuss Definitions: Conservation, Going Green, Environment, Eco-system, Pollution
Prepare a KWL Chart on Conservation
Read The Lora by Dr. Seuss
(to understand human impact
on the environment) / Forecast the causes of pollution (air, water, land) (F#1) **Do this before reading The Lora
Give many, varied single words to describe the feelings of the Lora & other animals in The Lora after they had to leave their home due to pollution and habitat destruction. (C#2)
Think of many, varied comparisons in the form of a simile. (C#3) (Ex. The Lora was as mad as a ___ OR the Brown Bar-ba-loots were _____ like _____).
Forecast the primary effects of air pollution, water pollution, land pollution and land destruction using paper chains. Make another paper chain to forecast the secondary effects of a chosen primary effect listed on the first paper chain. Attach this 2nd chain to the 1st chain at the location of the primary effect being analyzed. (F2)
Think of many, varied and unusual strategies we can take to better care for our environment and reduce pollution and waste. (PT) / Create The Lorax II to let the reader know what happened to the last Truffala Tree Seeds. Create in book or skit form.
Natural Resources / Solve Puzzle: “Waste Not, Want Not” – discuss its meaning and lead into the topic of Natural Resources
View United Streaming “Learning About Natural Resources”

Review Definitions: natural resources, inexhaustible resources, renewable resources, non-renewable resources, conservation, alternative energy, wind power, solar power, water power
View United Streaming to learn how inventors and scientists have discovered alternative energy sources for cars, from leftover french fry oil to solar energy

View a clip from the video “Inventing in Today’s World”
to discover ways people invent for the purpose of helping the environment and for solving problems.
Discuss “Green Inventions” from think sheet derived from and view example of a kid’s green invention derived from / Think of m,v,u gifts that the earth provides us. (PT)
Categorize a variety of objects according to the natural resources they are created from.
Think of m,v,u, strategies that people can take to conserve our natural resources (PT).
Use “story starters” to write a story or skit about natural resources as a team. Discuss the consequences of the decisions each team made. (younger)
Develop an uninhabited island in a way that preserves natural resources as much as possible and accommodates future generations. Evaluate the benefits and consequences of the decisions. (older)
Take an eco-footprint quiz to determine your impact on the environment using one of the following websites:
(younger)
(younger & older)
(older)
Give many, varied single words to describe conservation to prepare for creating a puzzle. (C#1)
Think of many, varied comparisons related to conservation in the form of a simile to prepare for creating a puzzle. (Ex. “Protecting is like______. “ or “Saving is as ___ as ____.”) (C#3)
Form a network of ideas using many, varied complete thoughts in the form of a wise saying about conservation to prepare for creating a puzzle. (C#5)
Create an “Idea Trap” booklet for “Green Invention Ideas.” Think of many, varied and unusual examples of problems in our environment (PT). Choose one of the problems and think of many, varied and unusual examples of ways to solve the problem (PT). Use the Idea Trap throughout SEW to record “Green Invention” ideas as they come to mind. / Create a puzzle of a wise saying about conservation using wooden craft sticks
Create an Alternative Energy Invention
(use think sheet as guide)
Create “Green Inventions”
throughout the course as they come to mind
Endangered Animals / View video: “Endangered Animals”
Review definitions: endangered and extinct
Play a “Who Am I?” riddle game to discover endangered animals and to determine the causes of their endangerment. (Created from book Endangered Animals Dictionary by Clint Twist)
Read Will We Miss Them? Endangered Species by Alexandra Wright
Solve a puzzle to determine ways to prevent animals from becoming endangered.
Read poem “The Difference He Made” / Forecast the effects of animals becoming endangered or extinct (F#2)
Think of many, varied and unusual ways to prevent animals from becoming endangered (PT).
Participate in “Habitat Lap Sit” to recognize how humans & other animals depend upon habitats & interpret the significance of loss or change in habitat in terms of people and wildlife. (upper)
Create paper cutouts of “endangered beasts” based upon the French artist, Henri Matisse’s techniques.
Make endangered animal origami.
Make a layered book of causes, effects, and prevention of endangered animals. Use animal origami as front cover.
Create promotional wildlife protection emblem to show how animals are being harmed and how people can take action to protect them.
Make 3-D starfish as a reminder of the difference we all can make in the life of animals (based on poem “The Difference He Made”). Starfish will be used later for an experiment with the water cycle.
Use the decision making talent (DM) to decide on a reusable container to use to make a bird feeder.
Use the planning talent (PL) to plan for making a bird feeder. / Make a bird feeder using reusable containers.
Design and create an “extinct-less” animal using clay (use think sheet).
Create and perform an endangered animal puppet show
WATER
pollution
conservation / Solve puzzles of “wise water sayings.” Explain their meanings.
Read story “Water Comes Home”
Play “Water Concentration” to understand various water uses and inventions related to them.
View “The Water Cycle” pg. 70 from Earth Book for Kids
View United Streaming video clip about water pollution and water conservation
Read “Life in a Fish Bowl” from

and/or “A Fish Story” from

(lower)
View photo images of “Cleaning up oil-covered birds”

View video clip “Plastic Waste Creating Ocean Size Crisis” at
Read “Explanation - Plastic in the Ocean” from / Think of many, varied and unusual examples of ways that people use water (PT).
Think of many, varied examples of ways that water is wasted (PT).
Play “Wasteful Water Charades” by pantomiming wasteful water habits; person who correctly guesses pantomime will create a corresponding conservation method pantomime (C#6).
Forecast the effects of water being wasted (F#2).
Construct a simulated “low flow shower head” and “high flow shower head.” Conduct an experiment to compare the amount of water that flows through each shower head in a 2 minute time period.
Chart a flush (at home) for a week to determine how many gallons of water is used during that period.
Forecast the causes of water pollution (F#1).
Observe the evaporation stage of the water cycle by painting a 3-D starfish with water, salt, and food coloring. (Use 3-D starfish created in “Endangered Animals” section).
Forecast the effects of water pollution (F#2).
Look at various types of plastic waste and forecast the effects of each types of plastic waste on aquatic life (F#2).
Simulate cleaning up plastic pellet pollution from white beach sand and brown lake soil and discuss the difficulty level of complete pellet recovery.
Clean up a simulated oil spill using several techniques. Compare and contrast the various techniques on its effectiveness.
Examine the effects of oil spills on bird feathers. Compare the effects of oil on the feather to just water on the feather.
Think of many, varied strategies of reducing water pollution (PT). / Create a water conservation wheel, describing methods of conserving water.
Create an advertisement in the form of “A Message ON a Bottle” to promote keeping water clean and free from pollution.
Add ideas of “green inventions” to the Idea Trap that relate to solving the problem of water waste and/or water pollution.
ENERGY
conservation
AIR
pollution / Discuss definitions: energy, pollution, smog, acid rain,
atmosphere, global warming, greenhouse effect, greenhouse gases, carbon footprint
Play an “Energy Straw Relay Game” to review the different sources of energy.
View video: “Energy in Action / Energy Resources: Use and Conservation”
Read Why Should I Save Energy? by Jen Green
Read “A Clean Sky: The Global Warming Story” by Robyn C. Friend and Judith Love Cohen
View EPA Powerpoint of “The Global Warming Movie” at
Read “20 Simple Steps to Undo Global Warming” from ) / Think of many, varied and unusual examples of ways we use energy in our daily lives (PT).
Compare and contrast how our ancestors lived without the various devices we use today that utilize energy. (Ex. light bulb, air conditioner, vehicle)
Make solar tea.
Design a wind powered boat using “good junk.” Use the decision making talent (DM) to decide which junk items to use as the boat’s base. Use the planning talent (PL) to plan materials needed to make the boat.
Participate in “The Incredible Race” to determine the fastest boat.
Forecast the effects of people using so much energy (F#2).
Make and use a solar oven to cook smores. (After viewing EPA’s “The Global Warming Movie.)
Compare and contrast the solar oven to the greenhouse effect.
Forecast the effects of global warming (F#2)
Forecast the effects of air pollution (F#2) on people, plants, animals, buildings, etc.
Conduct an acid rain experiment.
Conduct an air pollution test on the ground at SEW and at home. Analyze the data and evaluate the effectiveness of the experiment.
Think of many, varied and unusual strategies for reducing global warming and air pollution (PT).
Create a crossword, word search or symbolism puzzle about various methods of conserving energy and reducing air pollution / global warming.
After viewing the music video clip “Kids Can” at

create a song or rap about ways kids can help reduce global warming, air pollution, energy waste and how we all can care for the environment (C#5). If desired, sing the song to a familiar or an original tune. / Create a story entitled “The Smothering Smoggy Day” or “The Unknown Hero” and turn into a filmstrip.
Add ideas of “green inventions” to the Idea Trap that relate to solving the problem of energy waste and/or air pollution.
Create a game about strategies for undoing global warming.
(use icons if needed from )
LAND
conservation
pollution
trash/landfill / View the contents from the “Forest Products Kit” from the Sustainable Forestry Initiative
and decide what all of the items have in common (They are all “goods from the woods”… all the items have ingredients that come from trees)
Review definitions: deforestation
View the video Plant Life in Action--Plants & People: A Beneficial Relationship”
Read Where Does My Garbage Go? by
View the video clip “A Day of Trash” at
View the video clip “Where does the Garbage Go?” at / Think of many, varied and unusual “goods from the woods,” in other words “gifts” that we get from trees and other plants (PT).
Take a nature walk or look for nature pictures in National Geographic magazines and write a Haiku poem about nature.
Create paintings, rubbings, or other art objects using various nature items: pine straw, pine cones, leaves, Sweet gum balls, etc.

After reading several riddles about land, create original riddles incorporating homophones or rhyme.
(Examples: What kind of tree has fingers? A palm tree.
What do trees do when they go to a football game? They root for their team)
Forecast the causes of damage/harm to the land, including soil and plants (F#1). (How is the land damaged/harmed by people, nature, etc.?)
Forecast the effects of damage to the land, including soil and plants (F#2).
Determine the percentage of a topsoil available to “feed” and provide other needs to people by conducting a top soil simulation using an apple.

After reading “Ode to Dirt” write an original “Ode to Land” poem.
Analyze the picture “Pollution Awareness” to determine the various causes and solutions of environmental pollution.

Create a landscape design drawing for the home in “Pollution Awareness” to provide energy efficiency in the home and to prevent soil erosion.
Think of many, varied and unusual transformations for a plastic water bottle, which will be used as a planter. (Ex. pig, sail boat, race car, bird, etc.) (PT)
Plan materials needed to create the planter. (PL)
Plant seeds in newly created planter.
Create a simulated cross section of a landfill.
Make a “garbage dump pizza” using trash items to discover the percentages of the various types of trash making up a landfill. (pp. 4-7)
Make an indoor compost (vermicompost).

Enviro-Tacklebox: Module Two: Decisions Based on Science: Tackle Trash / Reduce, Reuse, Recycle: What You Can Do / Add ideas of “green inventions” to the Idea Trap that relate to solving the problem of land waste and/or land pollution.
Design a greeting card for “Arbor Day”
or another Environmental Celebration Day
Design a “Pollution Solution” promotional button.
REDUCE
REUSE
RECYCLE / Review definitions: recycle
Discuss the most important reasons to recycle. Examine visual: “Top 10 Reasons to Recycle”
Read books:
Recycling by Neil Morris
Why Should I Recycle? by Jen Green
Recycle! a handbook for kids
by Gail Gibbons
Review the history and meaning of the recycling symbol.
View different types of recycling symbols.
View video clip from United Streaming: “Recycle, Reuse, Reduce”
View video clip from United Streaming: “Ways to Conserve Paper”
View video clip from United Streaming “The Process of Making Paper”
View video clip from PBS “Meet The Greens – That’s a Wrap”

to consider paper waste at Christmas time.
View video clip from Recycle Now “Furoshiki”
to explore alternative ways of wrapping presents instead of using paper.
Review the EPA poster “The Life Cycle of a CD or DVD.” / Think of many, varied and unusual things that can be recycled (PT).
Analyze recycling guides from various cities. Compare and contrast the various items that can and cannot be recycled.
Participate in a recycling survey.
Use the SCAMPER concept to create a modified recycling symbol utilizing “used” supplies such as magazines, newspapers, etc.
Participate in a Recycling Scavenger Hunt to analyze items that can be or have been recycled.
Participate in the “Waste Race” to categorize items into paper, plastic or metal recycling bins; compost bin; or trash can.
Think of many, varied places and situations in which people use paper (PT).
Think of many, varied examples of ways to conserve paper, to cut down on paper waste (consider all the various places/situations paper is used) (PT).
Make a wipe-off board in order to help reduce paper waste at home and at school.
Make recycled paper.
Forecast the effects if more people, schools, and businesses would recycle (F#2).
Examine magazines, newspapers, or internet print-outs to determine various ways that organizations throughout the country are “going green.”
Think of many, varied and unusual examples of ways that you could help others know about or remind others about reducing, reusing, and recycling (PT).
Give many, varied single words to describe caring for the environment (C#1) to prepare for creating a slogan.
Give many, varied single words to describe things that harm the environment (C#1) to prepare for creating a slogan.
Find rhyming words for the previously listed words to prepare for creating a slogan.
Create a slogan and illustration to emphasize the importance of reducing, reusing, and recycling (C#5, C#6) to be used for the “Go Green Grocery Project.”
Think of many, varied and unusual examples of ways to reduce paper waste at Christmas time (PT).
Experiment with Furoshiki – the Japanese art of gift wrapping using fabric instead of paper.
Make origami paper airplanes from left over Christmas wrapping paper.
Participate in the “Amazing Airplane Race” using origami paper airplanes.
Use the decision making talent to decide how to transform a tissue tube into a teaching tool for the “Transform Tissue Tubes into Teaching Tools” project (DM).
Use the planning talent to plant for transforming a tissue tube into a teaching tool (PL).
Create a short message on tissue tubes to help others know how they can care for the environments…go green (C#5).
Think of many, varied and unusual uses for old CDs and DVDs (PT).
Make a Christmas ornament from an old CD.
Examine a RAFT to create a recycling story or skit. Use the communication talent to give many, varied single words to describe your role’s feelings about not being wanted/needed and being thrown away (C#2).
Think of many comparisons in the form of a simile of how the role in the RAFT feels (C#3).
Create an amazing story or skit in the format chosen on the RAFT think sheet (C#5).
Work tangram puzzles made from old newspapers using tangram sources such as or
(IDC).
Make a variety of origami figures from old newspapers or used notebook paper; utilize origami patterns from (IDC).
Work conservation career math problems from the book Real Life Math Mysteries by Marya Washington Tyler (IDC).
Create a musical instrument using good junk (IDC).
Complete the think sheet: “The ABCs of Going Green” (upper) or “The ABCs of being a Planet Protector” (lower) (IDC).
Investigate conservation careers. / Create a conservation advertisement on a paper grocery bag for the “Go Green Grocery Project”. Give completed grocery bags to grocery stores to be filled with groceries and distributed to customers.
Transform Tissue Tubes into Teaching Tools to share ways to “go green” and be “planet protectors” with other students at SEW.
Create a recycling story or skit using the RAFT technique.
Create a board game about caring for the environment
(IDC).
Create a business card for an imagined, chosen conservation career.

RESOURCES