Global Environmental Protectionism
An integrated unit for Grade 2
OVERALL GOALS FOR THE UNIT
Social Studies
Integrated
People and Environments:
Subjects Global Communities
Application: Describe some
similarities and differences
in the ways in which people
in two or more
communities in different
KNOW parts of the world meet
their needs and have
adapted to the location,
climate, and physical
features of their regions
Inquiry: use the social
studies inquiry process to
investigate aspects of the
interrelationship between
DO the natural environment,
including the climate, of
selected communities and
the ways in which people in
those communities live
Open minded
Reflective
Collaborative
BE
Science
Understanding Earth Math
and Space Systems: Data Management
Air and Water in the and Probability
Environment
Changes to air and Data can help us to
water affect living understand
things and the relationships between
environment. math and the real
world and
interrelationships
between humans
Assess ways in which Understand how to
the actions of humans represent data in
have an impact on the pictorial form using
quality of air and graphs and charts
water, and ways in
which the quality of
air and water has an
impact on living
things;
Environmental Effective
Stewards communicators
Reflective Patient
Reflective
Precise
 Culminating Task to Solve Essential Question
ESSENTIAL QUESTION CULMINATING TASK KNOW/DO/BE

How does the Create an online presentation Know:

environment affect about environmental  There are ways to protect
the ways in which protectionism the environment and
people meet their → Choose a community to learn different steps we can
needs and how do about take based on region
their actions → Identify key characteristic in  We rely on the
positively and their environments environment for our well
negatively affect → Record some ways in which being and want to protect
change in the the community can continue to it
environment? What protect their environment Do
steps can we take to  Create graphs to represent  Express your opinions
protect the data findings and ideas creatively and
environment? → Present your ideas in a creative clearly in an online
way (Do a voice over format
PPT/film/write a script to put on Be
the presentation)  Kind
→ share the project with people  Compassionate
from that area using Mystery  Innovative
Skype/Skype  Effective Communicators
 Open Minded
 Curriculum Expectations Uncovered in this unit:
SCIENCE - Understanding Earth and Space Systems: Air and Water in the Environment

Overall Expectations: 1, 2, 3

Specific Expectations: 1.1, 1.2, 2.2, 2.3, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.6

MATH - Data Management and Probability

Overall Expectations: 1, 2

Specific Expectations: Collection and Organization of Data 2, 3; Data Relationships 1, 2,

4; Measurement 3, 10; Location and Movement 1, 2

SOCIAL STUDIES - People and Environments: Global Communities

Overall Expectations: B1, B2, B3

Specific Expectations: B1.1, B1.2, B1.3, B2.1, B2.2, B2.3, B2.4, B2.6, B3.1, B3.5, B3.6,
B3.7, B3.8
 Sub-Themes and Assessment
SUB-THEMES INQUIRY PROCESS ASSESSMENT FOR AND
QUESTIONS AS

Understanding Which terrain 1. Work with students FOR and AS: Class shares
the relationship would you to help them to features they’ve identified
between choose to live recognize features on on their maps to let teacher
graphing and on and why? maps by comparing know what they’ve learned
reading maps. paper maps with to create a checklist on the
Google Earth (or board. Students can write
other). their name beside features
2. Teach students when they have figured it
how to find major out and look at other
geographic features in features to continue
selected regions. investigation.
3. Mapping and
graphing the
classroom activity.
Students work to draw
a map of the
classroom and then
use a bar graph to
show how many of
each items exists in
the classroom.

Looking at How do 1. Using selected FOR: Knowledge building

changes to air changes to air communities, circle about the experiment
and water over and water compare changes in to see what students know
time and affect how we water usage and air and if they can come up
graphing the live? quality in at least two reasonable predictions.
information. different time periods. AS: “Science talk” with
2. Talk about the hand signals (like a number
scientific method and talk) where students let us
make predictions know how much they think
about cloud in a jar they know about the topic.
experiment. Do the Do it again/look at write up
experiment and have at the end to see if students
a class discussion to have grown.
talk about outcomes
and complete a short
write-up to show what
you learned.

Finding Does industry 1. Watch a video FOR: Exit ticket asking

relationships have an impact showing which pollutant was the
between on the contaminated water, worst and why.
industry and the environment? have students share AS: Think/pair/share for the
environment. their thoughts with a video to discuss and see
pair/small group. what they know about
2. Experiment where pollutants and the
students add different contamination process.
things to water to see
how the materials
contaminate it.

Environmental Are there ways 1. Think/pair/share FOR: Teachers can look at

protectionism. we can activity to discuss the graphs to see if
positively ways to help the students were precise and
change the environment that accurate when making it
environment? they’ve seen in their and will see if students are
How? What are community/from other able to transfer information
they? areas of their schema. into a graph.
2. Have students AS: Compare graph with a
conduct a poll in class partner/group and talk
where they choose 4 about why their
methods to help the information/physical graph
environment and get is different from each other.
their peers to choose
the best one.
Students will create
tally charts and
graphs to show the
data.
Related Resources (for all three curriculum areas):
Videos:
 How to care for the environment
video:https://www.youtube.com/watch?v=V0lQ3ljjl40
 The great aqua adventure Crash course video:
https://www.youtube.com/watch?v=z5G4NCwWUxY
 https://www.youtube.com/watch?v=RlFgFGSStbo → New Delhi air quality video
 Learn about pollution: https://youtu.be/OqHp03RRTDs
 https://www.youtube.com/watch?time_continue=4&v=FAnDlYRycqs - The life of
water

Images
 Timelapse of different areas over time http://world.time.com/timelapse/
 Google Earth to see many different versions of maps/see the whole world
https://www.google.com/earth/

Activities and Teaching Resources:

 Interactive Science Journal- Downloaded on Elise’s computer
 Ideas for protectionism:http://www.abca.on.ca/page.php?page=lesson-plans
 Cloud in a jar: https://www.playdoughtoplato.com/cloud-in-a-jar/
 Mapping the classroom activity
https://www.nationalgeographic.org/activity/mapping-classroom/
 How to explicitly teach students how to draw bar graphs
https://www.education.com/lesson-plan/bar-graphs/
 Mystery Skype- share findings and figure out where people are based on their
physical geography
 Air and water lesson ideas:
http://81west.com/curriculum/Grade%202/Science2/air_and_water_tn.pdf
 Mapping storybooks https://www.nationalgeographic.org/activity/mapping-
storybooks/

Books:
 One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by
Miranda Paul
 Charlie and Lola: We are Extremely Very Good Recyclers by Lauren Child
 http://www.amightygirl.com/mighty-girl-picks/top-children-s-books-on-the-
environment
 A Drop Around the World by Barbara McKinney and Michale S. Maydak
 Title: Nunavut, Author: Goldsworthy, Kaite, author, Publisher: Weigl, Pub date:
[2014], Pages: 24 pages
 Oil Spill! by Melvin Berger (Author), Paul Mirocha (Illustrator) 2014], Pages: 24
pages