Integrated Environmental Education Lesson

Teacher’s Name: Course / Grade Level(s)
Kathy (Wilke) Klein Language Arts 7th grade
Curriculum Content Area: Time Frame:
Writing 2 Class periods, 4 different times throughout the year
Unit Overview: (Main Goal)
Students will observe nature and share their observations through writing and oral expression.
Objectives: (Identify purpose of the unit and questions to be answered)
Students will use critical thinking skills while observing nature in a specific location.

Students will share their observations with their classmates.

Students will use critical thinking to analyze and interpret observations.

Students will share their observations in a variety of written formats.
Standards to be addressed:
Language Arts standards: B.8.1, C.8.1, C.8.2, C.8.3, D.8.1, D.8.2, E.8.1, F.8.1

Environmental standards: A.8.4, A.8.5, A.8.6, B18.2, B18.8, B18.9
Resources / Equipment Needed:
Outdoor classroom

Digital Camera

Computer for word processing

Clipboard, paper, pencil or pen for note taking

Magnifying glasses

Binoculars
 

 

Integrated Environmental Education Lesson

Activities: Assessment / Evaluation
In early September:

1. Each student will select a "Special Place" within the outdoor classroom.

2. He/she will observe and make notes on what they hear, smell, see, and feel.

3. He/she will take a picture using the digital camera.

4. Students will orally share a few observations with classmates.

5. Each student will select a picture to use as a base for his/her writing.

6. Following the writing process, students will use a variety of written formats to express their observations.

This process will be repeated in late October, January or February, and May.

 September:

Using the five senses, each student will write a paragraph describing his/her "Special Place" and how being in the place makes him/her feel (emotional impact).

October:

Observations will be expressed through poetry. Each student may choose from Vertical, Haiku, Cinquain, Diamante, or 1-2-3-4 form. An appropriate picture will be added to illustrate the poem.

Winter:

A comparison will be made between September and the winter observation. Each student will write a paper to compare and contrast the "Special Place" in the two seasons. Pictures from September and January will be used.

May:

Each student will write a letter to a sixth grader encouraging him/her to select this as his/her special place next year.
Additional Information
Each student will select a "Special Place" in the outdoor classroom in September. He/she will return to this place in late October, January, or February, and again in May. The activities and the prewriting exercises will be similar each visit. The writing assignment (assessment) will vary with each visit. Student notes and observations, as well as a portfolio of digital pictures will be kept as a source for future (additional) writing. Student writing may focus on the large view or a specific item within the "Special Place" such as a tree, stone, creek, or animal.