Go+Green

=Go Green!=
 * ==Social Studies== || ==ELA/R== || ==Lessons== ||

Watch the story: @http://www.youtube.com/watch?v=_c6-flEqMqM

__Geography__
K.5B – identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location. 1.6C, 2.7D

The Pollutians came to Wump World to settle. Begin a discussion with students as to why they settled in Wump World, what was appealing? At the end they leave. What changed? Why leave this land, how did things change? At this point, bring it to what they know – their own neighborhood. How does our geographic location dictate how we live, what we wear, etc.?
 * Activity:**

For second grade, bring in the different types of settlements (urban, rural, and suburban). Use Google Maps to provide visual context for unfamiliar types of settlements.

Insert images of various objects/activities into Voicethread (http://ed.voicethread.com/)to start a conversation about how those objects are used in everyday life and how their use would change based on geographic location - or - insert images of geographic locations into Voicethread and have students have a conversation about what human characteristics would be necessary for that location. --example: http://ed.voicethread.com/?#q+geography.b562351.i3005254

A good tie in book is: [|When Everybody Wore a Hat by William Steig]
 * Additional Resources:**

__Geography__
3.4D Describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape

Foldable: Fold a SQUARE paper into four parts. Students will write summary, land, air, and water on the four sections. Inside students will bullet ways the Pollutians polluted the air, water, and land in the story. From there begin the conversation of how we, as humans, affect our environment.
 * Activity:**
 * [[image:wump_foldable1.jpg width="280" height="374"]] || [[image:wump_foldable2.jpg width="255" height="341"]] ||

__Geography__
1.6B - Identify examples of and uses for natural resources in the community, state, and nation 2.7C - Explain how people depend on the physical environment and natural resources to meet basic needs


 * Activities:**
 * Take time for students to identify the natural resources in Wump World and then think of their community and state. Explain how the Pollutians depend on the environment and the natural resources to meet their needs. What were the needs of the Wumps? What are OUR needs?
 * Create a VoiceThread (http://ed.voicethread.com/) to report needs of Wumps/ourselves. Find images to represent the needs identified as a class, and allow students to explain why that need is important to them.

[|Teacher Fact Sheet of Natural Resources]
 * Additional Resources:**

__Geography__
3.4B - Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains


 * Activity:**
 * In groups students can Venn diagram the Pollutians' needs with one of the mentioned areas (desert, mountains, etc.)
 * Using LinoIt (@http://linoit.com) or Primary Wall (@http://primarywall.com/), brainstorm the Pollutians' needs on sticky notes, and as a class, categorize the sticky notes into one of the mentioned areas.
 * example - @http://linoit.com/users/smcelhannon/canvases/Pollutions%20vs%20the%20World

__Geography__
4.9 - The student understands how people adapt to and modify their environment. (All tied to Texas)

After discussing this from the book's perspective, this will become background knowledge – have the students talk Texas.
 * Activity:**

__Geography__
5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live.

Why did the Pollutians come? Why did they leave? In “real life” what are some similar factors? Different factors not mentioned?
 * Activity:**

Have students make a poster to advertise Wump World to the Pollutians - why should they come live there? Use Big Huge Labs (@http://bighugelabs.com)

__Geography__
5. 9 - The student understands how people adapt to and modify their environment a) describe how and why people have adapted to and modified their environment in the US, past and present, such as the use of human resources to meet basic needs; and b) analyze the positive and negative consequences of human modification of the environment in the US, past and present.


 * Activity:**
 * This is a great grade level and time to bring in the songs listed below in ELA/R standards. Incorporate the history of the songs and meanings with the stories. Then have the discussion and debate over the need of cars, homes, factories, plastic, etc. Is it one way or the other? Is it moderation? What is the answer? This could be tied in with persuasive writing too!
 * Students could create a glog or virtual poster (@http://edu.glogster.com/) to demonstrate how the history of the song and meaning could be tied in with the story.

__**Generic Report Alternatives:**__ Museum Box: @http://museumbox.e2bn.org/index.php Newspaper Generator: @http://www.fodey.com/generators/newspaper/snippet.asp Glogster: http://edu.glogster.com Animoto: @http://animoto.com/ Scrapblog: @http://www.scrapblog.com/

__**Theme**__
K.6b, 1.7a, 2.6a, 3.5a, 4.3a, 5.3a is all about working with THEME in stories Since the theme of Wump World is very obvious, introduce the concept of theme. @http://tinyurl.com/themewump

__Plot (Fig. 19 E)__
K.8a, 1.9a, 2.9a, 3.8a, 4.6a, 5.6a is all about sequencing, plot structure, and summarizing fictional stories.

This story has an easy plot line. Have the student pull out the important parts of the story. Draw a line (with rope, sidewalk chalk, duct tape) demonstrating a plot structure. Have students retell the story while walking on the line. A virtual timeline is another great way to reinforce sequencing.
 * Activities:**

__Virtual Time Line Tools__ Read Write Think: @http://www.readwritethink.org/files/resources/interactives/timeline/ Class Tools: @http://www.classtools.net/education-games-php/timeline Capzules: @http://www.capzles.com/ Tiki-Toki: @http://www.tiki-toki.com/ VuVox: @http://www.vuvox.com/

__Making Connections (Fig. 19 F)__
[|Just a Dream] by Chris Van Allsburg [|The Lorax]by Dr. Suess [|The Wartville Wizard] by Don Madden [|Michael Recycle and Litterbug] Doug by Ellie Bethel

__Poetry__
K.7a, 1.8a, 2.7a, 3.6a, 4.4a, 5.4a – Poetry

(Nothing but) Flowers by the Talking Heads [|(Nothing but) Flowers.docx] Big Yellow Taxi by Joni Mitchell [|Big Yellow Taxi.docx] Black Moon by Emerson, Lake & Palmer [|Black moon.docx]
 * Songs:**

Introduce songs, by just listening to the song. After listening, show students the lyrics. With guidance and then in groups, have students make connections in the margin, make inferences, ask questions (whatever skills you are working on). Then let them listen while they read the poem again.

These songs are all related to the environment and the history of the time. The stories read earlier will allow students to make TT connections, but it will also expand the idea to what’s going on in pop-culture and the “history of being green”.

Reduce, Reuse, and Recycle Lessons
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