Earth Day
Together we can save our Earth.
Our Earth
The Earth is ours to enjoy
For every little girl and boy.
But we must always be aware.
That all its beauty we must share
With all the children yet to come,
Who want to laugh and play and run
Around the trees and in the fields.
So we must keep our planet free
From messy trash and debris
With air that’s clean and fresh and clear
For all to breath from year to year.
We must never ever abuse
Our sweet Earth that’s ours to use.
-Author Unknown
Introduction
Did you know that we need fresh air to breath and clean water to drink?
Every day on this Earth people are doing things to destroy these precious gifts that
our beautiful planet has given us to survive.
Did you ever stop to think about what could happen if we ever lost these amazing
items that are necessary for our everyday survival?
Today you are going to learn about a special day that was designed to teach us how
to care for our Earth and how to celebrate our Earth for all that she gives us. This
day was also designed to show us that we need to take care of our planet everyday
in order to protect it and all that lives on it.
Materials You Will Need
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Earth Day by Linda Lowery
Pencil
Markers, Crayons, Colored Pencils
White Poster Paper
Access to a Smart Board with
internet access.
Vocabulary Anticipation Guide
Science Notebook
Chart Paper- for the entire class to
share. (Many Pages-blank that can
be recorded on throughout the
lesson)
Worksheets: “What can these
items become?”
Items for the beyond reading
activity.
Before Reading
Lets see how much you
already know about Earth
Day. Before we begin to read
our story we are going to talk
about some words that will be
a big part of our story. Some
of these words we have
already talked about in our
Conservation Unit, while some
are going to be new to you.
On your desk you will find an
anticipation guide that has the
following words and directions
on it.
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Anticipation Guide
If you know the word that is listed,
and you can define it put a check
under the green column. If you think
you know the word somewhat check
under the yellow column, and if you
don’t know what the word means at
all put a check in the red column.
Remember it is okay if you don’t know
the word. We are going to talk about
all the words listed below as we read
our story.
To Learn more vocabulary related to
Earth Day click here..
http://www.odonel.k12.nf.ca/science/RECYCLE.GIF
Pollution
Environment
Recycling
Landfill
Reduce
Chemical
Oxygen
Senator
Reuse
Preserve
Make a Prediction
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Look carefully at the cover of this story.
In your Science Notebook , I want you to write
about why you think Earth Day was developed.
Don’t forget to take the pictures, the title, and the
poem that we just read aloud into consideration
when you are making a prediction. Also make
sure to include the word because in your
prediction, so we can know why you think what
you do.
When everyone is completed with their
predictions we will share a few.
During Reading
• Listen quietly as I read pages 1- 8 aloud to you.
• While I am reading, I want you to listen closely
to ways that people bring harm to the Earth. Be
prepared to share some of these ways when I
am finished reading.
During Reading
In your Science Journal, name five ways
that people harm the Earth.
 Once everyone is done listing the five
ways in their journal, we will share your
ideas and create a class list of ways that
people harm the earth.
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During Reading
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Listen again as I read pages 8-19 aloud to you.
As I read these pages, I want you to think about
how Senator Nelson started Earth Day, and why
he started Earth Day.
Click here to find out information about Senator Nelson
http://www.medaloffreedom.com/GaylordNelsonPl
acque.jpg
During Reading
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In your journal,
explain why you think
the first Earth Day
was the largest
celebration in the
Earth’s History.
On this first Earth
Day, Name some ways
that you believe
Lawmakers learned to
care for the Earth.
Click here to learn more
about the first Earth Day.
During Reading
• Listen as I read pages
19-29 aloud to you.
During Reading
http://www.sciencenews.org/articles/20010707/a713_1550.jpg
 Can you recall what these big holes in the
ground are called that the garbage was just
sitting in?
 In your science journal, explain why some of
the garbage would be there forever.
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Click here to see how Landfills work.
http://www.pca.state.mn.us/artwork/miscphotos/landfill.jpg
During Reading
• Listen again as I read the rest of the story
aloud to you.
• I want you to pay special attention to how
people in America and all over the world
started to take care of the Earth on a
regular basis.
After Reading
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Now that we have completed
reading our story about Earth
Day, I want you to return to
your Anticipation Guide.
Using a colored pencil, if you
now know a word, and can
define it, put a check under the
green sign, if you still are
somewhat unsure of what a
word is or what it means put a
check under yellow, and if you
still don’t know what a word is
or what it means put a check
under red.
http://www.lenntech.com/images/recycle.gif
Everyday is Earth Day
Everyday is Earth Day,
If it’ s not cold or wet or hot
Pitch in to save the planet
It’s the only one we’ve got.
-Author Unknown
After Reading
HOW CAN YOU MAKE EVERDAY AN EARTH
DAY?
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With a partner you are going to create a poster that
shows at least five ways that you can make everyday and
Earth Day and help save our planet Earth.
 Before you begin to create, we are going to design a
large class list displaying ideas of how we can make
everyday an Earth Day.
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As we begin our list, I want you to think carefully about ways
our story mentioned that we can help to save our planet and
make everyday an Earth Day.
Beyond Reading Activity
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I am now going to pass out a worksheet to each
of you upside down. When I say it is okay you
may turn it over. On the top of each worksheet,
you will find common garbage items that may be
reused. Many of these items were mentioned in
our story. Your task is going to be to list as many
ways to reuse this item as possible on the
worksheet.
Beyond Reading Activity
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On the board you will find charts that match the
ones that are on your desk.
Each of you is going to come up to the board
one at a time, and put your new items onto the
chart that matches your item. If you already see
one of your items on the list, you don’t need to
repeat it, just put the ones that you have that
aren’t on the list..
CREDITS
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Websites:
http://www.recyclezone.org.uk/iz_wastewords.aspx
http://ldnr.wi/gov/org/caer/ce/eek/nature/gaylord.htm
www.google.com
http://www.kidsdomain.com/holdiay/earthday/history.html
http://www.howstuffworks.com/landfill.htm
http://lenntech.com/images/recycle.gif
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Book:
Lowery, Linda. Earth Day. Carolrhoda Books INC. Minneapolis, MN. 1991.
Rubric
Solid Understanding
3
Basic Understanding
2
Needs Improvement
1
Before
Reading
Activities
The student completed the anticipation
guide and developed a well thought out
prediction that included details from the
pictures, the title, and the poem that was
part of the pre reading activity. The
prediction was supported using the word
because and with details
The student attempted, but was not able
to complete all of the anticipation guide.
The student developed a prediction that
included some details from the pictures,
the title or the poem, however the
prediction was not supported by the
word because or with supporting details.
Student completed very little of the
anticipation guide. The student
developed a prediction that included
no details from the pictures, the title,
or the poem, and the prediction had
no support.
During
Reading
Activities
Student identified and predicted at the
appropriate times based on clues from
the text, and/or prior knowledge.
Understanding of all concepts was
demonstrated through class discussions
and journal entries in a meaningful way
that provided significant support from
the text. Contributed to all class
discussions.
Student identified and predicted at the
appropriate times based on clues from
the text, and/or prior knowledge.
Understanding of most concepts was
demonstrated through class discussions
and journal entries in a somewhat
meaningful way that provided some
support from the text. Contributed to
some class discussions.
Student did not complete journal
entries and demonstrated difficulty
predicting. Did not contribute to
class discussions.
After
Reading
Activities
Demonstrated learning by being able to
define and discuss new words on the
Anticipation Guide. Contributed a great
amount to class discussion of “How We
Can Make Everyday Earth Day”. Poster
contained at least five ways to make
everyday Earth Day, and was visually
appealing.
Demonstrated learning by being able to
somewhat define and discuss new words
on the Anticipation Guide. Contributed
minimally to the class discussion of “
How We Can Make Everyday Earth
Day”. Poster contained only 3-4 ways to
make everyday Earth Day, and was only
somewhat visually appealing.
Was unable to define or discuss any
new words on the Anticipation
Guide. Did not contribute to class
discussion at all. Poster contained
less than three ways to make
everyday Earth Day, and was not
completed neatly.