Reflection: Developing a Conceptual Understanding Who Speaks for the Trees? - Section 2: Day 1: Explore

 

I was pleasantly surprised with the connections that students were able to build between the The Lorax and sustainability. While many hadn't read the book since they were very young, or even not at all, many instantly started discussing the links between the two as soon as I introduced the book. I heard chatter of, "Oh! I remember when the guy chopped down all of the trees... that's bad for the environment." and "The Lorax was that guy who tried to save the trees!" While their connections were basic, the fact that they became present so early in the lesson was impressive. I thought I would have to work to guide them to this realization, but this was not the case. For those who hadn't read the book before, just hearing the others' ideas helped to frame the activity for them in a way that allowed the to make the connections much more quickly as I read. These initial AHA! moments helped all of the students to make richer connections later in the lessons when they had to analyze the story more deeply.

  Connections to Text
  Developing a Conceptual Understanding: Connections to Text
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Who Speaks for the Trees?

Unit 4: Enivronmental Science
Lesson 12 of 15

Objective: SWBAT compare and contrast fiction and non-fiction texts, and relate them both to sustainable living. SWBAT identify and explain the consequences of human actions on the environment as a domino effect.

Big Idea: “Unless someone like you cares a whole lot, nothing is going to get better, it’s not.” ---Dr. Seuss

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6 teachers like this lesson
Subject(s):
Science, waste, Carbon, literacy in science, environment, oil, Air
  100 minutes
lorax
 
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