Bender Evans Park Elementary School Pearl River, NY
Subject : Environmental Awareness
Grade Level : Kindergarten
content standard from MST
1 : Students will use mathmatical analysis, scientific inquiry and
engineering design as appropiate to pose questions seek answers and
2 : Students will access, generate, process, and transfer information
using appropoate technologies.
4 : Students will understand and apply scientific concepts, principals
and theories pertaining to the physical setting and living environment
and recognize the historical development of ideas in science.
Benchmark Standards / Content Standards
Grade/Standard 1/#3 (Scientific Inquiry): The observations made by testing
proposed explanations, when analyzed using conventional and invented methods:
provide new insights into phenomena.
Kindergarten: The observations made by testing predictions will provide
Grade/Standard2/#2: Knowledge of impacts and limitations of information
systems is essential to its effective and ethical use.
Kindergarten: Knowledege of the importance and the usefulness of the computer
as a tool.
Grade/Standard4/#6 (The Living Environment): Plants and animals depend
on each other and their physical environment.
Kindergarten: Plants and animals depend on each other, the land, and water
Grade/Standard4/#7 (The Living Environment): Human decisions and activities
have a profound impact on the physical and living environment.
Kindergarten: Litter, pollution and waste have had a negative effecton
our land and oceans.
4th Grade/Standard 1/#3/*2&*3 (Scientific Inquiry)
observations and measurements, recognizing simple patterns, sequences,
findings with others and actively seek their interpretations and ideas.
observations, interpretations and conclusions can be made
their findings, interpretations, ideas and conclusions and be shared
that computers are used to store personal information
- We can
sore our discoveries or ideas on the computer
Grade/Standard4/#6/*1 (The Living Environment):
how plants and animals including humans, depend on each other and
the nonliving environment
- We need
plants to live because plants give us oxygen to breathe. We
in turn give plants carbon dioxide, therefore plants are important.
Grade/Standard 4/#7/*1 (The Living Environment):
ways in which humans have changed their environment and the effects
of thise changes
- The choices
we make about throwing away our garbage affects our school and home
Content Standard or Outcomes
1. The students will be aware of the importance of clean water to people,
plants and animals, therefore understanding the need to keep it clean.
Enabling Activity: Experiment - "Does a Plant Need Clean Water To
Grow?" (see below)
The students will become aware of the importance of landand the necessity
to keep it clean.
Enabling Activity: Read "Heron Street" by Ann Turner.
"Heron Street" interactive bulletin board activity. (see below)
The students will share their feeling with others about keeping the environment
Enabling Activity: Prepare a TV Spot or Hold a Puppet Show! (see below)
The students will understand the term "RECYCLE."
Enableing Activity: Turn your classroom into a toy factory. "Getting
Down To Business." (see below)
By sorting the materials in the classroom, the students will become aware
of the amount of waste generated in the classroom and the need to recycle.
Enableing Activity: Sort classroom materials (paper, plastic, aluminum)
for recycling. (see below)
students will adopt a tree outside the classroom to observe, discuss and
Enabling Activity: "Adopt A Tree" outside the classroom
to observe, discuss and research. (see below)
The students will participate in creating an "Environmental Newsletter"
using the computer.
Enabling Activity: Create an environmental newsletter called " Caring
For The Earth." (see below)
1. The students will keep journals by drawing what they see happening
to plant #1, plant#2, and plant#3. Using the journals, the students
must be able to explain the results (what actually happened), then successfully
express the conclusion (what did I learn-Plants need clean water to grow.).
2. The students will be able to remove litter from the bulleting board
scene and correctly place the type of litter in the appropiate pocket.
3. Through the use of a rubric, the students will prepare an effective
TV commercial or puppet show (skit or song), which will encourage people
not to litter or pollute.
4. The students will be able to correctly explain why one group of children
were left with no clay, and the other group were of children with the
same amount of clay as they started with. (naming the process - recycling).
5. The students will successfully make new paper by using old scraps of
paper they collected in the classroom.
6. Each child will be responsible for investigating a topic and recording
their discovery about the adopted tree. They will then report to the class
and add their finding(s) to the class book entitled "Our Adopted
Tree" on the computer. The end product will be a published
7. Each child will express and share a discovery learned during the unit
with the class, then correctly type their response on the computer which
will become part of the environmental newsletter for school, friends and
Experiment - "Do Plants Need Clean Water To Grow?" Have
students make predictions and write responses (save). Have students
take three similar plants and place them in the same location in the room.
Each week, plant#1 will watered with one cup (depending on size of the
plants) of clean water. Plant #2 will be water with one cup of polluted
water (vinegar and water solution). Plant #3 will not be watered.
Each week, students will make observations about the growth process and
draw their observations in a journal. This could be done individually
or in groups of three. At the end of the experiment, have students
refer to their journals and explain what actually happened. Then
have the students draw conclusions. Bring out their predictions
from the beginning of the experiment and discuss.
After reading the story "Heron Street," by Ann Turner, prepare
an Interactive Bulletin Board Display. First, create a scene through
the use of construction-paper cutouts, drawings, and pictures to create
a scene of "Heron Street" by Ann Turner. Then, prepare
cutouts or pictures of different kinds of litter (garbage, newspaper,
glass bottles). Attach these items, each with a single piece of
tape to different places on the bulletin board scene. Along the
bottom of the board, attach three pockets labeled TRASH, BOTTLES, and
NEWSPAPER. Have students remove and throw away litter from the sceneand
place in the appropiate packet. Allow children to then add to the
scene by creating things such as, flowers, trees, garbage cans etc..
Prepare a TV Spot or Hold a Puppet Show
Divide the class into small groups. Ask each group to prepare a
TV commercial to encourage people not to litter out land or oceans.
The students will use a rubric to help guide them in their work.
Each group must create a skit or a song, and a poster. Each group
must present a finished spot that lasts no longer than 3-5 minutes. The
students have the option of using puppets to convey their message. Use
a video camera, video tape the final presentations. As you play
the video tape back for the students to observe, have them discuss why
some presentations were more effective than others. Review the rubric.
Display the posters that each group made in the hall or classroom. (rubric
TV or Puppet Show Commercial
(song or skit)
we creative (different)?
skit or song persuasive?
we speak to the audience?
we know our parts?
we cooperate with each other?
we all take part in creating and presenting the commercial?
4. Getting Down To Business
Tell students that they will be working in a toy factory. Split the class
into two groups. Name one group "The Recyclers" and the other
group "The Wasters." Pass out the same amount of clay to each
child. Have them slpit the clay into four pieces. Ask the childreb the
make their first toy (a ball). After they have finished, ask the "The
Recyclers" to reuse their piece of clay to make the next toy and
"The Wasters" to throw their toy into the garbage. Repeat the
activity, switching groups.
Recycling Classroom Waste
Collect 3 or 4 large bins. Explain to the students that they will be collecting
and sorting trash items in the classroom such as paper, plastic, aluminum
etc.. Have the children begin recycling by sorting all their classroom
trash used during snack time, projects, art activities etc. into the bins
for the next two weeks or more. At the end of the few weeks, take a look
at the amount of waste that has been generated. Have the children particpate
in recycling the paper by making new paper from old scraps.
Have students tear the paper scraps into tiny pieces. Place paper into
a large bin of water. Stir and soak. Pour a cupful of the paper mixture
into a blender and blend until the mixture become pulp. Pour pulp over
a screen (screen should be over a pan). Press cloth or newspaper over
the pulp to soak up and absorb excess water. Remove cloth or newspaper
and let dry. When dry, peel the new paper off the screen.
"Adopt A Tree"
The class will adopt a tree outside the classroom for the students to
observe, discuss and research. Have the students do the following: Find
out what typw of tree it is. Estimate the number of branches of the tree,
check estimates. Make a drawing of the tree. Do a rubbing of the tree
bark and compare the bark to other types of trees. Collect leaves, seeds,
and twigs from the tree (dissect these items). Collect all information
and create a book called "Our Adopted Tree" using a computer
writing program. The children can add some simple text to each page and
can also cut out and glue pictures or tree samples in the spaces provided
after the book is printed.
Newsletter "Caring For The Earth"
Each day duyring the unit, gather the students together to discuss what
they have learned or discovered. Responses should be listed on board or
chart paper (w/ student's name written after their response). Highlight
ot underline three responses. Then have those three students type their
responses on the computer. Take the opportunity to work with the group
of three and review or introduce - compuer start-up, word processing,
saving and retriving work. Title the document "Caring For The Earth."
Each day through out the unit, allow a different group of three students
to do the same. By the end of the unit, each child should have the opportunity
to add their discovery or response to the document on the computer. At
the end of the unit, this information will be incorporated into a newsletter
which will be shared school, family and friends. Then distributed at our