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Kids Care for the Earth by Gare Thompson

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1 Kids Care for the Earth by Gare Thompson
Cyberlesson created by Tami Raspanti

2 Introduction What effects do people have on the environment?
Did you know we need clean air to breathe, and fresh water to drink and grow crops, in order to live? Did you ever think about what your life would be like if there was not enough clean water or air? Today you will learn what you can do to help take care of the earth’s important natural resources so we all have enough air, water, and land for our future.

3 Materials A copy of the text Kids Care for the Earth
A computer with internet access A pencil A Response Journal Printed copy of the graphic organizer and anticipation guide A brown paper grocery bag Crayons or markers

4 Before Reading Activities
First, take a Scavenger Hunt to identify the important features of the nonfiction text Kids Care for the Earth.

5 Scavenger Hunt Headings Table of Contents Pictures Glossary Captions
Try to locate the following parts of the nonfiction text Kids Care for the Earth. Then pick two features from the choices below and write down what purpose they serve in your journal. Headings Table of Contents Pictures Glossary Captions Index

6 Then test your knowledge.
Use the anticipation guide to find out how much you might already know about taking care of the earth and how people impact our world. To find out more first click on the earth, then on the next screen click on the words Garbage and Recycling.

7 Anticipation Guide Agree Disagree Statement ______
Read each statement then put an x under agree if you think it is true, or disagree if you think it is false. Agree Disagree Statement ______ _____ Water is an important natural resource. ______ _____ It is not possible to conserve, or protect, our natural resources. ______ _____ Garbage that is stored in a landfill can not pollute water. ______ _____ One way that people could help stop polluting is by driving less often. ______ _____ Recycling glass does not have an effect on the environment.

8 Now let’s begin reading…..
During Reading Now let’s begin reading….. Listen and follow along as I read pages 5 and 6 aloud to find out about the earth’s natural resources. Be prepared to write down the name of one natural resource in your journal when I have finished reading. Then predict how you think people use this natural resource and write that down in your journal.

9 During Reading Ways people use resources Listen and follow along as I read pages 7 through 12 to see if the author talked about your prediction on how water, land, or air is used. When we are done reading, be prepared to add other ways that people use water, land, and air. air land water Then together we will complete the chart that shows the different ways that air, land, and water are used today.

10 During Reading (pages 13-18)
While we’re reading, think about the causes of pollution, and be prepared to fill in the blank on the cause and effect statement below. Then you will write it in your journal and explain what can be done to stop this from happening. ________ causes the ______ to become polluted.

11 During Reading Activities
While we read pages 19 through 22 think about the things that can be done to protect the earth’s resources. When we’re done, you will need to support the following statement in your response journal using evidence from the text. There are many ways that we can protect the earth’s resources. Hint: Use the TES format. Tell the answer. Explain with examples. Say it again.

12 After Reading Activities
Now that we have read about the earth’s resources, go back to the anticipation guide that you completed before reading. Reread each statement and decide if you need to change your answers. Then in your small groups compare your answers and share your thoughts about why you agree or disagree. Then, talk with your group about the effects that people have on the environment. Think about good ways and not so good ways; and be ready to share your ideas with the class. Be sure to use examples from the text and websites to support your responses.

13 Beyond Reading Now it’s your turn to make a difference… Think of one thing that you can do to help conserve a natural resource, or to help the environment, so that in the future we will all have enough clean air, water and land. Then your job will be to use a recycled paper grocery bag and make a poster that shows what kids like you can do to make a difference. (Be sure to use words and pictures). To find out more about conservation visit the websites below: If you need help with your poster, click on the recycling bin.

14 Rubric Solid Understanding: 3 Basic Understanding: 2
Needs improvement: 1 Before Reading Activities Students completed the anticipation guide and accurately cited two text features and functions. Students attempted, but did not fully complete anticipation guide and/or attempted, but could only cite two text features and no functions, or one text feature and one function. Students only completed one of the two activities, or did not accurately cite a minimum of one text feature and function, or two text features. During Reading Activities Students identified and predicted based on clues from the text, and/or prior knowledge. Understanding of all concepts were demonstrated through journal writings and discussions in a thoughtful way that used examples from the text. Statement was supported with a minimum of two examples and used the TES format accurately. Contributed to discussions. Students identified and predicted based on clues from the text, or prior knowledge. Understanding of most concepts were demonstrated through journal responses, but cause/effect statement may not be fully supported. Or less than two examples cited, and/or student did not use the TES format accurately to support statement. Minimal contributions made to class discussions. Students did not complete more than one journal response and demonstrated difficulty identifying, predicting, or completing cause/effect statement, and/or students did not cite any examples from the text to support statement and did not contribute to class discussion. After Demonstrated learning by revising previous incorrect anticipation guide and contributed to discussion of big ideas. Poster visually appealing, demonstrates thoughtful understanding, and uses words. Demonstrated learning by revising all but one incorrect anticipation guide statement and shared atleast one idea with group. Poster demonstrates general understanding and uses words. More than one anticipation guide statement remained incorrectly unchanged and poster lacked words, and/or shows misunderstanding of concept. Contributions minimal.

15 Credits Websites Books Thompson, Gare, Kids Care for the Earth, National Geographic, Washington D.C., 2002.

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