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Connecting Environmental Issues to Sustainability

Objective: Students will integrate information from various texts to make meaningful
connections between environmental issues with sustainability.

CC.1.2.6A; CC.1.2.6G; CC.1.5.6A

Materials and Preparation:

Hidden Messages: How Media Teaches Children about Sustainability (Wall-E section)
Wall-E (movie clip)
Whiteboard easel

Classroom arrangement and management issues:

The classroom is arranged with the rug at the front of the classroom with the smartboard and
whiteboard easel facing the students. Students desks are arranged in groups of four/five in the
back of the classroom. This lesson will start with the students at the rug then discuss further in
groups at their desks. Groups are formed based on whoever is already sitting at their table group.
Students will be reminded of the classroom rules at the beginning of the lesson. Any behavioral
issues will be address accordingly based on the classroom rules and expectations.

Introduction/Hook (5 minutes)
Review what was previously discussed regarding pollution, global warming, and

Work and Explore (45 minutes)

Introduce environmental issues and sustainability connection (Wall-E movie clip) (5
o What did you see in the clip/What was the clip trying to show?
Read aloud: Hidden Messages article (Wall-E section) (20 minutes)
o Pre-reading: Prediction and vocabulary words
Predict what text will be about based on articles subheading
What do you think (vocabulary word) means?
Record students responses on whiteboard
o During reading:
Refer to guessed vocabulary word meaning as word appears in sentence
context (write defined meaning under guessed meaning on whiteboard)
What connections are made in the article?
o After reading: Making connections
How is sustainability introduced into the article?
What connections can we make regarding environmental issues and
Literature circle at table groups: in-depth discussion of read aloud article (20 minutes)
o Student roles: summarizer, discussion director/literary luminary (group of four),
vocabulary enricher, and connector
o Students will discuss further about the article and other articles that were read in
previous lessons at their table groups.
Each student is expected to participate based on their assigned role
Each group will need to keep this question in mind during discussion:
How/why is sustainability a solution for environmental issues such
as pollution and global warming?

Debrief and Wrap Up (5 minutes)

Students will quick write about their response of the connections/relationship between
environmental issues and sustainability.
o Students will volunteer to share their written responses to class.

Assessment of Objective:
Students will be assessed based on their literature circle participation and writing response.

Anticipating students responses and my possible responses:

Management issues:
Students may get off track either during class/group discussions
o Validate students responses (if appropriate) then redirect students back on
Responses to content of lesson:
Students may share their prior knowledge on how sustainability fights against
pollution/global warming
o I will expand/elaborate on their responses

Additional support:
Students may have trouble making the connections between environmental issues and
o What connections are explicitly made in the article?
o Create a problem and solution chart
Students who need to be challenged:
How can we apply the connections we made into our own environment?