Karen Elaine Andronici
Hillside Elementary School
Mount Laurel, New Jersey
89012
ABSTRACT: At the conclusion of a unit on environment, students discuss the ramifications of ecological neglect and abuse. Focusing on air and water pollution, endangered species, and littering, they generate the negative impact of these and develop rules (laws) and penalties for polluters.
LESSON SUMMARY: This Social Studies unit on environment is integrated with Science units on Air and Water. It deals with the following concepts:
As a part of this unit the class adopted a humpback whale which became the jumping off point for our concern with the law. The class discussed endangered species and wildlife protection attempts. Using information from the Whale Adoption Project and Greenpeace, we discussed the present ban on whaling and the continued hunting of whales by Russia and Japan. This led the children to develop their own rules and penalties for disregarding the law.
From here we listed many environmental abuses such as ocean dumping, littering, air pollution and over-hunting of animals. We reviewed the effects of these and decided on the penalties for them. These were discussed for consensus and revision and then charted and displayed in our room.
RATIONALE: This lesson allows the children to see the importance of our environment and the need to protect it. It also shows them the power of regulations and penalties in changing behavior. They participated in discussions, debated their laws and punishments and decided how these would be enforced. They were able to see the "why and how" laws are conceived.
GOALS:
The student will: Gain knowledge of the environmental impact of pollution. Demonstrate an understanding of law, punishments and enforcement. Apply this knowledge by creating their own anti-pollution laws.
GRADE LEVEL: This lesson is geared for first grade but can be modified or enlarged for kindergarten or second grade.
MATERIALS:
INPUT: At this point we used our class rules as a basis for discussion. We defined a rule as a way of telling people the correct way to behave. The children brought up the fact that failure to comply with the rules led to consequences. They were asked how we knew our rules had been broken and they realized that there must be an element of supervision and enforcement.
Keeping these three components; rules, consequences and enforcement in mind the children began to generate a list of anti-pollution rules. To get them started, we discussed our humpback whale and the attempts being made to save the species. This resulted in the following law which was written on the overhead projector:
Nobody should kill any kind of whale. If anybody sees them do it or has pictures of it they have to give money to adopt a whale and promise never to do it again.
GUIDED PRACTICE: The class was divided into four groups. Each was given the task of writing a law for one of the other areas-water pollution, air pollution, littering and hunting endangered species. They were reminded of the components of a law which were written on the overhead projector and displayed during the committee work. A sample of the children's rules for water pollution follows. If somebody is caught dumping things into the ocean or lake or other water they have to clean it up or pay to have it cleaned up. And they can't go swimming that summer. The class proposed similar laws for the other areas of environmental concern.
CLOSURE: A representative from each committee read the law they had created. The class voted to adopt it and it became part of our anti-pollution rules. These were collected and later were written on a chart. Each student was asked to chose one law they thought was the most important and be able to give reasons for their choice.
FOLLOW-UP ACTIVITIES: These priorities were shared and discussed in a subsequent lesson where the laws were reviewed and each child signed the document. The children were also asked to keep watch for news events related to the environment.
ENVIRONMENT CONCEPTS:
Sociological Concepts
The environment effects people.
People effect the environment.
It is important to take care of the environment.
Natural resources are necessary to people's survival.
The environment can be a source of pleasure or a problem to people. We need the animals in our environment.
We need the plants and trees in our environment.
The earth is our habitat.
Natural resources influence where people live.
Economic Concepts
Conflicts can arise between people's needs and protecting the environment. The environment supplies many of our needs. People have jobs that can effect the environment.
People have jobs that save the environment.
Governmental Concepts
Governments make laws to protect the environment. Governments provide money to clean up the environment. People must follow these laws or they will be punished for
destroying the environment. All people have the responsibility to care for our environment.
Geographic Concepts
Different places have different environments.
Some places have the same environment.
Environment is effected by geographical locations and physical features.
Historical Concepts
The environment has changed over many years.
Present actions can effect future conditions.
People have used natural resources differently at different times.
ENVIRONMENT SKILLS:
Basic Skills
The learner will:
The learner will:
The learner will:
The learner will:
AUDIO - VISUAL MATERIALS:
FILMS
"Animals and Their Homes"
"Animals and Their Food" "Animals at Work in Nature" "Animals Protect Themselves" "Animal Rabies"
"The Lorax"
"Air-Pollution- A First Film" "Changing Forest- A First Film" "Land Pollution- A First Film" "Mountains- A First Film"
"The Pond- A First Film"
"Water Pollution- A First Film" "Use Your Eyes"
"Our vanishing Wildlife" "Animals That Live in the City" "From Start to Finish"
"Mole in Town"
"A Nature Center"
"A Visit To a Nature Center" "What is a Natural Resource?" "Learning about Air"
"Wind- What it Does"
FILMSTRIPS
"Saving our Planet" "Saving Our Environment"
"Dash McTrash and the Pollution Solution" "Soil and Water Conservation"
"Building the Soil"
"At Home In the City and on the Farm" "The Changing Land"
"The Changing City"
"Let's Go and Learn" - series
"Air" -- National Geographic Series
LITERARY RESOURCES
City Sandwich, Frank Asch
Country Pie, Frank Asch
Buzzy Bones and Uncle Ezra, Jacqueline Brigg Martin Olaf's Incredible Machine, Nicholas Brennen Professor Noah's Spaceship, Brian Wildsmith
Buzy Water, Irma Simonton Black
Junior Science Book of Water, Otis Peterson Water on Your Street, Seymour Simon
Beneath Your Feet, Seymour Simon Wet and Dry, Seymour Simon
What is Soil?, John Syrocki
The Frog Who Drank the Waters of the World, Patricia Newton The Little House, Virginia Lee Burton
Grasshopper on the Road, Arnold Lobel
Toby in the Country, Toby in the City, Maxime Bozzo Round Trip, Ann Jonas
Wonder of the Forest, Francine Sabin
What Does A Forest Ranger Do?, Wayne Hyde
Floating and Sinking, Franklyn Branley
Splash and Flow, Ruth Howell
The Wind is to Feel, Shirley C. Hatch
Lots of Rot, Vikki Cobb
Where Does Your Garden Grow?, Agusta Goldin
It's Easy To Have A Worm Visit You, Caroline O'Hagen Twist, Wiggle and Squirm, Laurence Pringle
Gilberto and the Wind, Maria Hall Eta
Starfish, Edith Hurd
The True Book of Animals of the Sea and Shore, Illa Podendorf The Giving Tree, Shel Silverstein
Jennifer's Walk, A. Carriere
The Looking Book, P. Hallinan Michael Bird-Boy, Tommie De Paola The Mountain, P. Parnall