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Introduction of Learning Plan
This is an interdisciplinary inquiry, thematic unit on Kindergartens Going
Green! Through a variety of learning experiences we will explore different ways we
can help mother earth and understand why she is in need of our help. To
incorporate our social justice action plan we will be cleaning up our school yard and
starting a recycling program led by our classroom superhero Michael Recycle!
Michael will challenge us to be kind to mother earth each and every day as we track
our progress on a bar graph. Our goal is to learn how we can help mother earth
while raising awareness in our school community.
Abstract
This learning plan focuses around the essential question, “How can we help
mother earth?” Students will take a look at their current environmental actions and
explore ways to change them in our school. The unit begins with an introductory
lesson on Too Much Garbage and formative assessment is gathered as students
suggest ways they know of helping mother earth. In lesson one Our Superhero Plan
of Action we meet Michael Recycle who will lead us on our action plan journey. After
some reading and brainstorming on the topic, we will create our classroomrecycling center. In lesson two The Three R’s students will use the Brainpop Jr.
website to watch a short video and play games related to the concept of reduce,
reuse, recycle. Through lesson three Unless Someone Like You Cares a Whole Awful
lot students are exposed to Dr. Suess’ The Lorax. Once we discuss what we have
watched/learned the students will recite and say the Suessuville pledge. In lesson
four Dear Mother Earth students will read the letter Dear Children of the Earth that
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asks them for their help. In response they will create a helping hand of what they are
going to do. In lesson five Litterbug Doug the students will meet Michael Recycles
enemy and learn about how littering affects mother earth. The class will then head
out to clean up the schoolyard. Through lesson six Earth Day Everyday the students
will learn about the importance of Earth Day and create paper mache earths to
honor mother earth. Lesson seven is a half-day learning experience Touch Mother
Earth. The day will begin by reading the story Thouch the Earth, and then do just
that by creating terrariums. After recess the students will work through a variety of
learning centers related to the theme. In lesson eight Eco Art students are free to
express what they have learned about reducing, reusing, and recycling through the
visual arts. In the final lesson What have we learned and what can we still do? we
celebrate and reflect on the students learning with a visit from Michael Recycle
himself!
Rationale
This unit is relevant both to the Saskatchewan curriculum and to the lives of
students today. It is built around the social studies outcome RWK.2 Develop and
demonstrate stewardship of the environment in daily actions, in an effort to
promote balance and harmony, but it also addresses a variety of other outcomes in
all other subject areas. Through this inquiry unit we will address and work towards
all three broad areas of learning; lifelong learners, engaged citizens, and sense of
self, community, and place. The unit addresses all 7 subject areas and have a
common thread of literacy and numeracy running through each and every lesson
(these are the goals of the Regina Public system).
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Background Information
In order to prepare for the teaching of the unit, teachers should have a basic
knowledge and understanding of human effects on the environment. Prepare by
reading all of the student resource books, exploring the Brainpop Jr. site, and
watching Dr. Suess the Lorax. Two teacher resources that are full of ideas and very
informative are Save Our Earth (The Best of the Mailbox Theme Series Primary) and
Nature Smart by Diehn, Krautwurst, Anderson, Rhatigan & Smith. I found it helpful
to do addition research online, communicate with colleagues, and take a look at my
personal ecological footprint before teaching this unit.
Essential Question and Unit Questions
Essential Question:
o What can we do to help Mother Earth?
Unit Questions:
o Why are the 3 R’s so important?
o Where does all our garbage go?
o Who speaks for the earth?
o What needs to be done in our school?
Interdisciplinary Areas
Though this unit is based on an outcome from the Kindergarten Social
Studies curriculum is has many other connections to all curriculum areas. In every
lesson there is a literacy thread that runs though including reading, writing, viewing,
representing, listing, and speaking skills. Numeracy is also used everyday was we
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graph our environmental deeds. The following chart outlines which lessons address
which curriculum area.
Intro Lesson:
Too Much Garbage
Lesson One:
Our superhero plan of action!
Lesson Two:
The 3 R’s
Lesson Three:
Unless someone like you cares a whole
awful lot…
Lesson Four:
Dear Mother Earth
Lesson Five:
Litterbug Doug
Lesson Six:
Earth Day Everyday
Lesson Seven:
Touch the Earth
Lesson Eight:
Eco Art
Closure:
What did we do to help Mother Earth?
And what will we do next?
Social, Literacy
Social, Literacy, Art, Math
Literacy, Social
Social, E.L.A (Literacy)
Literacy
Phys.Ed, Literacy, Heath
Art, Literacy
Literacy, Math, Art, Science , Social
Art
Social
Curriculum Outcomes/Indicators
Intro Lesson:
Too Much Garbage
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: b
Lesson One:
Our superhero plan of action!
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: c
NK.3 Relate a numeral, 0 to 10, to its
respective quantity.
Indicator: d
CPK.3 Create Sound compositions
exploring the elements of music.
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Indicator: g
Lesson Two:
The 3 R’s
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: b
CRK.2 View and interpret the basic
message of visuals and objects in a
variety of texts and models.
Indicator: a
Lesson Three:
Unless someone like you cares a whole
awful lot…
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: a
CRK.2 View and interpret the basic
message of visuals and objects in a
variety of texts including models,
photographs, dramas, dance, and videos.
Indicator: a
Lesson Four:
Dear Mother Earth
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: a
CRK.3 Listen, comprehend, and respond
to gain meaning in oral text
Indicator: i
Lesson Five:
Litterbug Doug
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: c
USCK.1 Develop basic habits to establish
healthy relationships with self, others,
and the environment.
Indicator: e
PEK.2 Explore and practice ways to
move the body through space.
Indicator: a/b
CRK. 3 Listen, comprehend, and respond
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to gain meaning in oral texts
Indicator: a
Lesson Six:
Earth Day Everyday
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: c
CPK.4 Create art works that express own
observations and ideas about the world.
Indicator: b/d
Lesson Seven:
Touch the Earth
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: a
NK.2 Recognize, at a glance, and name
familiar arrangements of 1 to 5 pictures.
Indicator: a
NK. 3 Relate a numeral, 0 to 10, to its
respective quantity.
Indicator: d
CRK.1 Comprehend and respond to a
variety of visual, oral, print, and
multimedia texts that address social
responsibility.
Indicator: g
LTK. 1 Examine observable
characteristics of plants, animals, and
people in their local environment.
Indicator: e
CPK.4 Create art works that express own
observations and ideas about the world.
Indicator: f
Lesson Eight:
Eco Art
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: c
CPK.4 Create art works that express own
observations and ideas about the world
Indicator: f
CCK.1 Compose and create various
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visuals that explore and present
thoughts, ideas, and experience
Indicator: c
Closure:
What did we do to help Mother Earth?
And what will we do next?
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicator: a/b/c
Cross Curricular Competencies
Through this learning plan, students will develop all four components of the
cross curricular competencies: developing thinking, developing literacy, developing
social responsibility, and developing identity and interdependence. I believe that
this unit addresses all four evenly and effectively. Developing thinking occurs
through each lesson as the students engage in discussion, questioning, and inquiry
learning. Developing literacy is a thread that runs through this unit as the students
experience all six strands of the English language arts curriculum. Students also
develop technological and physical literacy through the lessons 5 and 2. Developing
social responsibility occurs in each lesson as we explore why it is our responsibility
to help mother earth and how to go about doing that. It is also developing for the
Kindergartens as they explore and learn how to behave in a social/school setting.
Developing identity and interdependence is addressed as the students learn about
their personal actions and the effects of them on mother earth and as they work
collaboratively to make a change in our social action project.
Aboriginal Content & Perspective
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This learning plan incorporates aboriginal content and perspective in two
different ways. The first way is the use of a talking stone during community circles.
This is a new concept for this class and I believe it is a nice way to incorporate the
“earth,” First Nations content, and classroom management. Because this is a new
concept for the group, the first time we use it I will explain to them the history of the
talking stone and importance of it in relation to the aboriginals and respect. I will go
over this with them briefly each time we use it after that. The second way I have
incorporated aboriginal content and perspective is in lesson seven Touch the Earth.
During this lesson we will talk about the importance of the earth in the aboriginal
culture in relation to the medicine wheel (earth, wind, water, fire).
Adaptive Dimension
This unit has been designed for my small but very diverse class of
Kindergarten students. There are four groups of students I have formally included
into the lesson plans. Eric is an especially gifted boy, who if not challenged can act
out. However, he is easily satisfied by challenging him to think of as many as
possible, as quickly as possible, or backwards for example. By asking him to share
his knowledge with the class at the appropriate time is beneficial for everyone as
the students learn more and he pushes himself. There are also two ELS girls who
understand English very well but are often too shy to communicate aloud. By letting
them whisper into a partner’s ear in a large group we can usually accommodate
their needs. The other student who often needs adaptations is a young boy with
behavioral issues named Hayden. There are several strategies in place for him
including a daily self-checklist, and the use of fidgets. Hayden is accustom to a lot of
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extrinsic motivation but I hope to reduce this by placing the emphasis on student
choice and self-regulation via the checklist. I will have lots of related books and
activities on hand for unforeseen adaptations.
Assessment/Evaluation
This learning experience plan does not include any traditional testing
attached to the lesson plans as I have chosen to take a more natural, holistic
approach to assessment and evaluation. Documentation will be the main source of
information as I take photographs and anecdotal records throughout the unit. The
class also uses a scrapbook portfolio system so we will add to those by featuring our
artwork and pictures of other activities done throughout the unit. During our final
lesson on What did we learn? And what will we do next? The students and I will
together compare and contrast what we have learnt and how far we have come from
our introductory lesson on Too much Garbage.
Instructional Strategies
Skill
Direct
Instruction
Indirect
Instruction
Experiential
Learning
Strategy
Structured
Overview
Questioning
Compare &
Contrast
Demonstrations
Listening &
Viewing
Inquiry
Reading for
Meaning
Reflective
Discussion
Field Trips
Games
Simulations
Intro
1
2
3
4
5
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6
7
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End
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Focused
Imaging
Field
Observations
Role Play
Project Work
Model Building
Independent Learning
Study
Centers
Computer
Assisted
Instruction
Learning
Activity
Package
Interactive
Role Play
Instruction
Brainstorming
Discussion
Problem
Solving
Circle of
Knowledge
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Classroom Management
The learning experiences in this plan have included a variety of classroom
management strategies. On top of these, I will be largely focusing on the rules and
procedures that are already in place for this group. This includes morning
procedures, center time procedures, story time cues, the “big-deal/little-deal”
strategy, and the “drops in my bucket” strategy. I particularly tend to gravitate
towards the last to strategies as they force the students to really think about their
actions and the repercussions of them. I am introducing the use of a talking stone
during community circles and if it works well will expand this use for classroom
management during other sharing times. The other two main strategies in place is
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the use of “criss-cross apple sauce, apples in your basket” and color dots for
assigned seating on the carpet. The students respond well to these cues.
Integration of Technology
This unit incorporates the use of technology in two major ways. Due to
limited resources available in our school I have done my best to work with what is
available. I have arranged to have access to the schools lap top cart for lesson two
The 3 R’s. Here students will watch a video on the Brainpop Jr. website and be free to
explore the games and activities associated with it. During lesson three, Unless
someone like you cares a whole awful lot, we will be watching a DVD video of Dr.
Suess’ The Lorax. This group of students finds screen time engaging as I have
noticed it is a rare treat for them. The other way I will be using technology in this
learning experience is to photograph for documentation and listen to music on the
CD player during work time and brain break dances.
Resource Lists
Books Included in Lessons
o Michael Recycle by Ellie Bathel
o Reduce, Reuse , Recycle by Rozanne Williams
o Dear Children of the Earth by Schim Schimmel
o Michael Recycle Meets Litterbug Doug by Ellie Bethel
o Earth Day Everyday by Jane O’connor
o Touch the Earth by Jane Baskwill
o Stuff! Reduce, Reuse, Recycle by Steven Kroll
DVD
 The Lorax Dr. Suess
Books for Teachers
o Nature Smart by Diehn, Krautwurst, Anderson, Rhatigan & Smith
o Save Our Earth (The Best of the Mailbox Theme Series, Primary)
Websites
o www.brainpopjr.com
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Kindergartens Go Green!
Scope and Sequence
What can we do to help Mother Earth?
Lesson
Introduction
Too much garbage!
Lesson 1
Our superhero plan
of action!
Description
Garbage Dump
Read & Introduce Michael
Recycle
What can we do?
Brain Storm
Create classroom recycle
bins
Chart
The 3 R’s
Brain Pop RRR
Book
The Lorax
(on DVD)
Subject
Heath
Literacy
Outcomes &
Indicators
RWK.2 b
Social
Literacy
ACTION PLAN
Art
Math
Literacy
Technology
RWK.2 c
NK.3 d
CPK.3 g
Technology
Social
E.L.A
ACTION PLAN
Dear Children of the Earth:
Literacy
Helping Hands bulletin board ACTION PLAN
Tree!
Michael Recycle meets
ACTION PLAN
litterbug Doug!
Phys. Ed
Yard clean up
Literacy
Create class book on how we Heath
help mother earth.
Paper Mache Earth
Art
Read Earth Day Everyday
Literacy
RWK.2 a
CRK.2 a
Read Touch the Earth
Terrarium
Centers with math games,
writing, and art (books)
Literacy
Numeracy
Art
Science
Lesson 8
Eco Art
Reusing recyclables project
Art
Closure
What did we do to
help Mother Earth?
And what will we do
next?
Visit from Michael Recycle
Certificate Presentation
Garbage Dump
Class Book
Social
ACTION PLAN
RWK.2 a
LTK. 1 e
CPK.4 f
CRK.1 g
NK.2 a
NK.3 d
RWK.2 c
CPK.4 f
CCK.1 c
RWK.2 a/b/c
Lesson 2
The 3 R’s!
Lesson 3
Unless someone like
you cares a whole
awful lot…
Lesson 4
Dear Mother
Earth…
Lesson 5
Litterbug Doug!
Lesson 6
Earth Day
Everyday…
Lesson 7
Half Day
Touch the Earth
RWK.2 b
CRK.2 a
RWK.2 a
CRK.3 i
RWK.2 c
USCK.1 e
PEK.2 a/b
CRK. 3 a
RWK.2 c
CPK.4 b/d
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Name: Miss. Woiden
Subject: Social Studies
Lesson Plan
Date:
Grade: Kindergarten
Content (Topic):
Too much Garbage!
Instructional Strategies:
Simulation, Questioning, Reading for
Meaning, Listening & Viewing, Circle of
Knowledge,
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicators:
b) Identify ways to care for the
environment in daily classroom and
family life.
Cross Curricular Competencies:
o Developing Thinking
o Developing Literary
o Developing Social Responsibility
Adaptive Dimension:
o Use fidgets for those who require them (Hayden)
o Use Hayden’s checklist and remind him of it as needed throughout the lesson
o Challenge Eric to list as many ways to help the planet that he can
o Allow Javeria/Sarayu to whisper their drawing descriptions into my ear and I
will then share them with the class
Prerequisite Learning:
o This lesson is meant to be formative for me to assess what the students know
and want to know about helping Mother Earth. They should have a basic
understanding of what the planet and garbage is.
Advanced Preparation:
o Lay out garbage bags over floor where we will dump the garbage.
o Provide markers and paper at working stations.
Equipment/Materials:
o Garbage Bags
o Michael Recycle by Elle Bethel
o Paper
o Markers
o Talking Stone
o Camera
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Presentation:
Set:
o Have children gather around a
covered area of the carpet. Gather
all of the garbage bins from the
class and dump them onto the
tarp.
o Ask them what they think this is?
o Where did it come from?
o Why is there so much?
o Lead a discussion about where it
is bad or good and why?
o Where does it go?
o What does this do to mother
earth?
o Take a picture of all our
classroom garbage for future
lesson.
Student Engagement/ Classroom
Management Strategies:
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


Lay out colored dots around the
garbage area so everyone is able
to see and no one is too close to
the garbage.
Provide bead fidgets for selected
students.
Use “story time cues” to focus
children before we begin the
book.
When coloring have students sit
in their “bird groups” to avoid
fights between certain students.
Use talking stone (a piece of
mother earth) in circle when
sharing artwork. This is a new
concept for the children so time
will be needed to explain how this
works.
Development:
o Moving children away from the
garbage to the story area explain Assessment:
that we are going to meet a very
o Collect art work to use as
special friend who is going to help
formative assessment and
us learn about what we can do to
compare with at end of unit.
help mother earth. Michael
Recycle!!
o Read Michael Recycle by Elli
Bethel
Closure:
o Have students draw a picture of
themselves doing something to
help mother earth. (Without
brainstorming as a group, this
will be used as formative
assessment to gauge what they
know about conservation and
stewardship)
o Come back to the story center and
have students share and describe
their artwork.
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Lesson Plan
Name: Miss. Woiden
Date:
Subject: Social/ Math / Art Grade: Kindergarten
Content (Topic):
Our Superhero Plan of Action!
Instructional Strategies:
Structured Overview, Brainstorming,
Project Work, Discussion
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
NK.3 Relate a numeral, 0 to 10, to its
respective quantity.
CPK.3 Create Sound compositions
exploring the elements of music.
Indicators:
c. Demonstrate environmentally
responsible behaviors in the classroom
and school
d. Match numerals with pictorial
representations
g. Create sounds to convey particular
patterns, images, or expressive qualities.
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy
o Developing Social Responsibility
Adaptive Dimension:
o Use fidgets for those who require them (Hayden)
o Use Hayden’s checklist and remind him of it as needed throughout the lesson
Prerequisite Learning:
o From yesterdays lesson students should have a basic understanding of ways
to help Mother Earth and what recycling is.
Advanced Preparation:
o Prepare Reduce, Reuse, Recycle chant for pocket chart
o Prepare our Helping Mother Earth Everyday classroom Graph
Equipment/Materials:
o Whiteboard Access
o RRR Chant
o Helping Mother Earth Everyday Graph
o Cardboard boxes
o Paint
o Paintbrushes
o Painting Sheet
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Presentation:
Set:
Day 1
o Recap with students what we did
and learnt yesterday.
o Have the class brainstorm and
record ideas of what we might be
able to do to help our
environment.
o During brainstorming integrate
literacy by “sharing the pen” and
having students help me spell the
words.
Development:
o Lead the class towards a recycling
topic. Explain that we are going to
be just like Michael Recycle and
start recycling in our classroom.
o Introduce Reduce; Recycle daily
Chant and Our Helping mother
earth daily chart.
Closure:
Day 2
o Create and Personalize our own
classroom recycling bins by
painting and labeling cardboard
boxes.
o Practice sorting our garbage into
the correct places.
Practice Reduce, Reuse, Recycle
Chant
o Chart our progress!
Student Engagement/ Classroom
Management Strategies:
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
Use color dots for students who
need a designated carpet area
during brainstorming
Provide bead fidgets for selected
students.
Use “story time cues” to focus
children before we begin our
conversation.
Challenge students to memorize
the chant one line at a time. I will
remove certain cues from the
pocket chart, as they get more
comfortable with the chant.
Share the pen with students and
ask for help during brainstorming
session.
When painting have students sit
in their “bird groups” to avoid
fights between certain students.
Assessment:
o Keep anecdotal notes during
lesson on participation and
understanding
o Picture Documentation
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Lesson Plan
Name: Allie Woiden
Date:
Subject: Social Studies & Literacy Grade: K
Content (Topic):
The 3 R’s!
Instructional Strategies:
Computer Assisted Learning, Inquiry,
Listening and Viewing, Discussion
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
CRK.2 View and interpret the basic
message of visuals and objects in a
variety of texts and models.
Indicators:
b) Identify ways to care for the
environment in daily classroom and
family life.
a) Identify key ideas and purpose of
pictures, graphics, models, and
photographs
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy’s
o Developing Social Responsibilities
Adaptive Dimension:
o For students who are not able to read, this website reads out everything by
simply moving the curser over the words.
o For advanced students, they can challenge themselves to read the
instructions/information.
o Students will work in partners; those who are more comfortable with
computers can work with those who are not.
Prerequisite Learning:
o Students need to have had experience with the lap tops and maneuvering
through websites.
Advanced Preparation:
o Set up 6 laptops in different areas through out the classroom and bring up the
Brainpop Jr. website on all of them.
Equipment/Materials :
o Laptop Cart (Minimum 6 laptops)
o Book: Reduce, Reuse, Recycle By:
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Presentation:
Set:
o Have student recite our Reduce,
Reuse, Recycle chant that we
learnt last class.
o Explain that we are going to be
learning more about The 3 R’s.
o Pair students up into partners
and send them to the computers.
o At the laptops they will being by
watching the Reduce, Reuse,
Recycle video on Brainpop Jr.
Student Engagement/ Classroom
Management Strategies:
o Prepare partners in advance so
that problems and fights can be
avoided.
 Provide bead fidgets for selected
students.
 Use “story time cues” to focus
children before we begin the
book.
o Provided colored dots for
students to sit on if they have
trouble staying in one spot.
o Use talking stone during closure
discussion.
Development:
o Once students have watched the
video, they can spend time
working through the other
Assessment:
activities on the site related to the
o Anecdotal Notes
3 R’s.
o Activities include a word wall,
writing, drawing, comic, game,
and talking about the 3 R’s.
Closure:
o Gather the students back at the
story center and read them the
story Reduce, Reuse Recycle by
Author Name
o Talk about what we learnt about
the 3 R’s and what we can do in
our classroom
o Graph our daily deeds to help
mother earth!
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Lesson Plan
Name: Allie Woiden
Subject: Social Studies
Date:
Grade: K
Content (Topic):
“Unless someone like you cares a whole
awful lot!”
Instructional Strategies:
Discussion, Listening and Viewing,
Questioning
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
CRK.2 View and interpret the basic
message of visuals and objects in a
variety of texts including models,
photographs, dramas, dance, and videos.
Indicators:
a. Recognize reasons to care for the
environment.
a. Identify key ideas and purpose of
pictures, graphics, models, and
photographs.
Cross Curricular Competencies:
o Developing Thinking
o Developing Social Responsibilities
o Developing Identity and Interdependence
Adaptive Dimension:
o Have the book The Lorax available for students who are tactile learners to
look through and follow along with during the video
o Allow students who do not wish to speak out loud in front of the class to say
the pledge with a partner or whisper it into my ear.
Prerequisite Learning:
o Students need to have a basic understanding of environmental issues and
new movements such as The 3 R’s
Advanced Preparation:
o Set up the TV and DVD player
o Print out the classroom pledge poster
Equiptment/Materials :
o RRR Chant
o The Lorax on DVD
o Daily Graph
o Class Room Pledge Poster
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Presentation:
Set:
o Gather students at the story area
and begin class with our 3 R’s
chant.
o Explain that we are going to
watch a movie about what
someone else did to help mother
earth.
Development:
o Watch Dr. Seuss’s The Lorax on
DVD
Closure:
o Once the movie is over talk about
what we saw. Use questioning to
check for understanding.
-What was the problem in the
beginning of the movie?
-Who tried to help?
-Why was this important?
o Fill out the classroom poster We
Speak for the Earth
o Allow each student to write their
own name on the line and have
them repeat the pledge one at a
time if time permits. (If not we
will recite it as a class)
o Graph what we have done to help
mother earth today.
Student Engagement/ Classroom
Management Strategies:
o Criss-Cross Apple Sauce to seat
students before the movie.
o Use colored dots for students to
sit on during the movie for those
who have trouble staying in one
stop or keeping to their own
personal space.
o Call students up to write their
name on the pledge in order of
who is being well behaved.
Assessment:
o Checklist of those reciting the
pledge
21
Lesson Plan
Name: Allie Woiden
Subject: Social Studies/Literacy
Content (Topic):
Dear Mother Earth
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
CRK.3 Listen, comprehend, and respond
to gain meaning in oral text
Date:
Grade: K
Instructional Strategies:
Reading for Meaning, Discussion,
Focused Imaging,
Indicators:
a. Recognize reasons to care for the
environment.
i. Connect story events and own
experience
Cross Curricular Competencies:
o Developing Thinking
o Developing Literary
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o For students who are struggling with writing, they may draw a picture.
o For students who are excelling with writing, they may choose to write a full
sentence.
Prerequisite Learning:
o Students will need to have an basic understanding of some ways that they can
help mother earth. This will be achieved through the previous lessons.
Advanced Preparation:
o Prepare the bulletin board with title, tree base, and some hands (leaves).
o Have a list of possible prompts to help students who are struggling to come
up with ideas of how they help mother earth.
Equipment/Materials :
o Dear Children of the Earth by Schim Schimmel
o Recycled newspaper for bulletin board
o Recycled brown paper bags for tree trunk
o Green paper for students hands
o Markers
o Scissors.
22
Presentation:
Student Engagement/ Classroom
Set:
Management Strategies:
o Gather students in story area and
begin class with our 3 R’s chant.
o Criss-Cross Apple Sauce to seat
o Remind students that we have
students before the story.
been learning about different
o Use the story time cues to ensure
ways to help mother earth.
students are ready before beging
o Explain to them that we are going
the reading.
to read a letter that she as written
o Use colored dots for students to
to us.
sit on during the movie for those
o Read Dear Children of the Earth
who have trouble staying in one
by Schim Schimmel
stop or keeping to their own
personal space.
Development:
o Use talking stone curing the
o Have a class talk about the idea
community circle sharing time.
that part of our social action
o During the development have
project is to raise awareness
students sit in their pre
about helping mother earth.
designated Bird groups.
o Have student each create a
helping hand that demonstrates
Assessment:
how they can help mother earth.
o Photo Documentation
o Add hands to student scrapbooks
Closure:
o In a community circle have
students show their helping hand
to the class and tell us how they
can help mother earth.
o Each student will then add their
helping hand leaf to the tree on
the hallway bulletin so the whole
school and see how
Kindergartens are helping mother
earth.
*The bulletin will be created
using recycled, or reused
materials.*
o Chart daily deeds for mother
earth.
23
Lesson Plan
Name: Allie Woiden
Date:
Subject: Health/Social/E.L.A/ Phys. Ed Grade: K
Content (Topic):
Litterbug Doug!
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
USCK.1 Develop basic habits to establish
healthy relationships with self, others,
and the environment.
PEK.2 Explore and practice ways to
move the body through space.
CRK. 3 Listen, comprehend, and respond
to gain meaning in oral texts
Instructional Strategies:
Reading for Meaning, Field Trips, Field
Observations, Problem Solving
Indicators:
c. Demonstrate environmentally
responsible behaviors in the classroom
and school
e. Recognize examples for healthy habits
(eg. Washing hands)
a. Explore and share ways to move the
body through space
b. Explore moving in response to
locomotor vocabulary.
a. Listen attentively to others and
respond appropriately
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o Use Hayden’s Daily behavioral check list to remind him of how he should act
on the playground
o Provide rubber gloves for students who have issues picking up trash.
Prerequisite Learning:
o Students need to have a basic understanding of what trash is and what
littering is.
Advanced Preparation:
o Walk around the school yard to look for any potential safety risks that I need
to deal with or warn the children about.
o Gather used shopping bags
Equipment/Materials :
o Book Michael Recycle Meets Litterbug Doug by Ellie Bethel
o Three R’s chant
o Daily Deeds graph
o Shopping Bags
24
o Rubber Gloves
Presentation:
Set:
o Gather students in story area and
explain that we are going to learn
more from Michael Recycle today!
o Have students recite their
Reduce, Reuse, Recycle chant
o Read the students the story
Michael Recycle Meets Litterbug
Doug! by Ellie Bethel
Student Engagement/ Classroom
Management Strategies:
o Use color dots for students who
need a designated carpet area
during the reading.
o Provide bead fidgets for selected
students.
o Use “story time cues” to focus
children before we begin our
story.
o Use animal cues during yard
clean up challenge and engage
students (Hop like a bunny!)
o Have students find a partner by
looking for someone wearing the
same color as them for a variety
of partners to be made
o Decided as a class on a signal for
when we need to come back to
the school doors.
o Criss Cross Apple Sauce
Development:
o Pair students up and explain that
we are going to do a yard clean up
of our school grounds to fight
back against litterbug Doug!
o Have students help to create
some safety rules and conditions
to follow while cleaning up the
yard.
o Head out into the school yard,
each pair armed with a reused
plastic shopping bag to collect
Assessment:
trash and clean up our world.
o Photo Documentation
o To incorporate physical
o Anecdotal Notes
education, call out different
movements for the students to do
while collecting the trash. (eg.
Move like a bear to the next piece
of trash!)
Closure:
o Have students throw trash away
in the appropriate place.
o Have students wash their hands
with soap and warm water to
promote healthy habits.
o Chart our daily deeds for mother
earth.
25
Name: Allie Woiden
Subject: Social/Art
Content (Topic):
Earth Day Everyday!
Lesson Plan
Date:
Grade: K
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
CPK.4 Create art works that express own
observations and ideas about the world.
Instructional Strategies:
Discussion, Structured Overview,
Reading for Meaning, Model Building
Indicators:
c. Demonstrate environmentally
responsible behaviors in the classroom
and school.
b. Use diverse sources such as stories,
poems, observations, visual images,
music, sounds or objects as inspirations
for art making.
d. Recognize the difference between the
natural and built world.
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy’s
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o Have Hayden use his daily checklist to keep him on task and attentive
throughout the lesson
Prerequisite Learning:
o Students need to have a basic understanding of what shape earth is and how
we can care for mother earth.
Advanced Preparation:
o Prepare paper mache mix
o Cute newspaper strips
o Blow up balloons
o Cover tables with art table cloths
Equipment/Materials:
o Book Earth Day Everyday by Jane O’connor
o Balloons
o Newspaper
o Glue
o Water
o Buckets
26
Presentation:
Set:
o Gather students at the story
center and being the lesson with
our Reduce, Reuse, Recycle chant.
o Explain to students that there is a
certain day of the year where we
celebrate the earth, just like
Valentines Day where we
celebrate love.
o Talk about Earth Day on April
22nd, show students on calendar.
Development:
o Read students the story Earth Day
is Every Day! by Jane O’connor
Student Engagement/ Classroom
Management Strategies:





Use color dots for students who
need a designated carpet area
during the reading.
Provide bead fidgets for selected
students.
Use “story time cues” to focus
children before we begin our
story.
Criss Cross Apple Sauce
Have students work
collaboratively in their bird
groups on a community art
project.
Closure:
Assessment
o Explain to students that to show
o Photo Documentation
our appreciation for mother earth
we are going to make a replica of
her for our own classroom to
remind us that Earth Day is
everyday.
o Split the class into their table
groups.
o Give each table a balloon,
newspaper strips, and paper
mache to cover the balloon. (We
will decorate at a later date.)
o Chart our daily deeds for mother
earth
27
HALF-DAY Lesson Plan
Name: Allie Woiden
Subject: Science, Literacy, Math, Art, Social
Date:
Grade: K
Content (Topic):
Touch the Earth
Instructional Strategies:
Structured Overview, Reading for
Meaning, Discussion, Reflective
Discussion, Hands On, Learning Centers,
Learning Activity Package, Games,
Inquiry
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
NK.2 Recognize, at a glance, and name
familiar arrangements of 1 to 5 pictures.
NK. 3 Relate a numeral, 0 to 10, to its
respective quantity.
CRK.1 Comprehend and respond to a
variety of visual, oral, print, and
multimedia texts that address social
responsibility.
LTK. 1 Examine observable
characteristics of plants, animals, and
people in their local environment.
CPK.4 Create art works that express own
observations and ideas about the world.
Indicators:
a. Recognize reasons to care for the
environment.
a. Look briefly at a given familiar
arrangement and identify the whole
number without counting
d. Match numerals with pictorials
representations
g. Satisfy natural curiosity by engaging in
inquiry
e. Show respect for the needs of other
people, other living things, and the
environment when observing and
interacting with living things.
f. Select from a variety of art materials,
tools, and paper size when creating a
visual art expression.
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o Mini shovels for those who do not want to touch the dirt
o Use Hayden’s daily checklist
Prerequisite Learning:
o Students should have an understanding of how center time works
o Students will need to have a basic number sense developed
28
Advanced Preparation:
o Create a example terrarium
o Set up terrarium work area over lunch
o Set up centers during recess
o Create math game
o Create math flash cards
o Create writing center outlines
Equipment/Materials:
o Book Touch the Earth by Jane Baskwill
o Visual of the First Nations medicine wheel
o RRR Chant
o 10-15 Pickle Jars
o Potting Soil
o Terrarium Plants (See attached hand out)
o Art Table Cloths
o Math Game 1
o Math Flash Cards
o Reduce Reuse Recycle dotting writing sheets
o Overhead paper
o Dry Erase Markers
o Blue and Green Paint
o Paint Brushes
o Paper Mache Earths
o Art Materials (Paper, Markers, Glue, Scissors, Magazines, Tissue Paper, etc)
This plan does not include morning arrival routine, snack, or recess prep
(30min)
Presentation:
Set: (15 min)
o Gather Students at the story
center and start class with our
Reduce, Reuse, Recycle Chant.
o Explain to students that we have
been learning about ways to help
mother earth, and there are also
ways we can interact with her
o Read Touch the Earth by Jane
Baskwill
o Talk to class about the
importance of the earth and what
it means to them.
o Talk about what the importance
Student Engagement/ Classroom
Management Strategies:






Use colored dots during story
time for those who need a visual
of where to sit.
Provide bead fidgets for selected
students.
Use “story time cues” to focus
children before we begin the
book.
Criss Cross Apple Sauce
Using a huge version of the story
for student engagement.
Have bird groups work together
29
of the Earth is to the First Nations
people of Saskatchewan.
o Show the medicine wheel in
relation to earth, water, air, and
fire

during center time.
Use clapping rhythm to and visual
timer during center time so
students know when to change
spots.
Development: (30 min)
Assessment
o Break students into their bird
o Photo Documentation
table groups
o Anecdotal notes
o Tell them that we are going to
o Checklist at math and writing
touch the earth today and bring
stations
some of Mother Nature into our
classroom.
o Explain how and show an
example of a terrarium jar.
o With a teacher at each table, each
student will create their own
terrarium jar.
o
Closure: (45min) Stations
10 min. at each station plus transition
time.
o Station One: Math
Students will play two different
math games.
In the first game students will
sort the correct amount of
garbage or recyclables into the
trash can or recycle bin with the
corresponding number on top.
This is a homemade game.
In the second game students will
sort through flash cards with
different numbers of objects on
them and tell a partner how many
objects are on that flashcard.
Challenge students not to finger
count; rather they should use
pattern recognition.
o Station Two: Writing
In this station students will trace
dotted letter words (Reduce,
Reuse, Recycle) onto a overhead
sheet with the paper behind it.
They will use dry erase markers
30
so we do not waste paper.
o Station Three: Finishing Globes
At this station, students will finish
decorating their paper mache
globes by painting them.
o Station Four: Art
Students will be given a variety of
art mediums and tools to create
any kind of art that they think will
help mother earth. With low
instruction students should feel
free to create whatever they
want.
Finish the day by graphing our good
deeds for mother earth today.
31
Name: Allie Woiden
Subject: Social, Art
Lesson Plan
Date:
Grade: K
Content (Topic):
Eco Art
Instructional Strategies:
Reading for Meaning, Circle of
Knowledge, Inquiry
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
CPK.4 Create art works that express own
observations and ideas about the world
CCK.1 Compose and create various
visuals that explore and present
thoughts, ideas, and experience
Indicators:
c. Demonstrate environmentally
responsible behaviors in the classroom
and school
f. Select from a variety of art materials,
tools, and paper size when creating a
visual art expression.
c. Share information and ideas with a
group.
Cross Curricular Competencies:
o Developing Thinking
o Developing Literacy
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o Use Hayden’s daily checklist to keep him on task
o Provide picture of examples for students who don’t know what to make
Prerequisite Learning:
o Students need to have a basic understanding of the 3 R’s
o Students need to be able to work creatively
Advanced Preparation:
o Gather materials
o Set up art station
Equipment/Materials:
o Book Stuff! Reduce, Reuse, Recycle by Steven Kroll
o Talking Stone
o Recycled Materials: Cans, Milk Jugs, Bottles, Buttons, News Paper, Seeds etc.
o Markers
o Glue
o Scissors
32
Presentation:
Set:
o Gather students at the story
center and begin class by reciting
our Reduce, Reuse, and Recycle
Chant.
o Explain to class that today we are
going to be talking about reusing
our stuff.
o Read the story Stuff! Reduce,
Reuse, Recycle by Steven Kroll to
the class.
Development:
o Have class go to their table
groups and explain that we are
going to being our old stuff to
make new stuff!
o Show the students pictures of
different recycled art projects for
inspiration
o Provide students with a variety of
recycled items (cans, bottles, jars,
newspaper, buttons etc.) and art
supplies and let them create.
Student Engagement/ Classroom
Management Strategies:






Use colored dots during story
time for those who need a visual
of where to sit.
Provide bead fidgets for selected
students.
Use “story time cues” to focus
children before we begin the
book.
Criss Cross Apple Sauce
Have bird group’s work together
during art time.
Use clapping rhythm so students
know when to change spots.
Assessment:
o Photo Documentation for Scrap
Book
Closure:
o Have students bring their
creation back to the community
circle.
o Using a talking stone we will go
around the circle and have each
student share with us what their
creation is and what old stuff they
used to make it.
o Chart our daily deed graph
33
Lesson Plan
Name: Allie Woiden
Subject: Social
Date:
Grade: K
Content (Topic):
What did we do to help Mother Earth?
And what will we do next?
Instructional Strategies:
Compare and Contrast, Demonstration,
Role Play, Celebration of Learning
Outcomes:
RWK.2 Develop and demonstrate
stewardship of the environment in daily
actions, in an effort to promote balance
and harmony.
Indicators:
a. Recognize reasons to care for the
environment.
b. Identify ways to care for the
environment in daily classroom and
family life.
c. Demonstrate environmentally
responsible behaviors in the classroom
and school
Cross Curricular Competencies:
o Developing Thinking
o Developing Literary
o Developing Social Responsibility
o Developing Identity and Interdependence
Adaptive Dimension:
o Use Hayden’s checklist and remind him of it as needed throughout the lesson
o Allow Javeria/Sarayu to whisper their drawing descriptions into my ear and I
will then share them with the class
Prerequisite Learning:
o Students should know a variety of ways in which we can help mother earth
o Students should know what is trash and what can be recycled
Advanced Preparation:
o Lay out garbage bags over floor where we will dump the garbage.
o Provide markers and paper at working stations.
o Prepare Award Certificates
Equipment/Materials:
o Garbage Bags
o Picture from last time
o Paper
o Markers
34
Presentation:
Set:
o Show students the picture of the
garbage dump that we did on the
first day of the unit.
o Talk about what we have done to
help mother earth.
o Dump the garbage again and
compare the size of the garbage,
point out how much is in our
recycle bins
Development:
o Explain to students that we might
we having a special visitor today
and if we do out chant really
good, we will come!
o Have Michael Recycle (Principal?)
come to our classroom and
present students with their own
certificate for helping mother
earth!
Student Engagement/ Classroom
Management Strategies:
o Criss Cross Apple Sauce
 Use colored dots during set for
those who need a visual of where
to sit.
 Provide bead fidgets for selected
students.
 Use “story time cues” to focus
children before we begin the
lesson
 Have bird group’s work together
during book creating.
o Share the pen during
brainstorming
 Lay out colored dots around the
garbage area so everyone is able
to see and no one is too close to
the garbage.
Closure:
o Create a classroom book of all the
ways we can help mother earth!
o Brainstorm a list of things we did
and can do
o Have each student create one
page
o The teachers can write what the
students want each page to say
for them.
o Chart our daily deeds for mother
earth.
o Count all the deeds we have done
and celebrate our success!
35