Day 7 - What Choices Can We Make?

Sue Feldman

Target Level: Grade 4, Grade 5

Subject Area: Health, Language Arts (English), Science, Social Studies

Class Time: 1 hour

Objectives

  1. The student will be able to analyze the lessons we've done in the past two weeks and form opinions about wants and needs.
  2. The students will be able to participate in a discussion about pros and cons of future inventions.
  3. The students will be able to discuss how the world's pollution affects each of us.

PA State Standards

Subject: Health, Safety & Physical Education

Area 10.2: Healthful Living

Grade/Course Grade 6

Standard E.: Analyze environmental factors that impact health.

  • Key Content: chemicals, metals, gases
  • Key Content: radiation
  • Key Content: natural disasters

Subject: Reading, Writing, Speaking and Listening

Area 1.6: Speaking and Listening

Grade/Course 1.6.5: Grade 5

Standard A.: Listen to others.

  • Ask pertinent questions.
  • Distinguish relevant information, ideas and opinions from those that are irrelevant.
  • Take notes when prompted.

Standard D.: Contribute to discussions.

  • Ask relevant questions.
  • Respond with relevant information or opinions to questions asked.
  • Listen to and acknowledge the contributions of others.
  • Adjust involvement to encourage equitable participation.
  • Give reasons for opinions.
  • Summarize, when prompted.

Student Assessment

There will be no formal assessment, however, students will participate in the discussion.

Materials and Use of Technology

Materials and resources

  • Chart paper
  • Marker

Sequence of Instruction Including Hook and Closure

Hook – "Please join me on the carpet"

  • Hang a chart that reads: We All Share One Earth
  • Review all that we have talked about over the past two weeks:
    • 2 specific countries: Japan and the United States
    • Similarities and Differences
    • Natural and Man-Made Disasters
    • Different types of pollution
    • How things have changed over time
  • Ask the question: What can we do to make a difference?
  • Create a chart with student responses.
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