passport to social studies: objects tell stories 1- r… · 17/03/2020 · webpage to raise money...

Passport to Social Studies: Objects Tell Stories

Learn at Home: Social Studies Resources for Families Grade 1

Objective

Explore the stories that objects in our families tell

Resources/Materials

•

Objects Tell Stories: Draw the story behind your object•

Objects Tell Stories: Write the story behind your object

Activity

• Memories don’t always fit into a photo album. They aren’t always held in pictures or paper.Sometimes we have objects that hold special meaning. The things we carry tell stories too.

• As historians, we know that every family has a history, a past. Families have different ways ofpreserving these memories and events that are important to remember. The way families recordtheir memories has changed over time. People in the past wrote letters, kept journals or diaries,saved postcards, took black-and-white photographs, and held onto objects that had meaning ortold stories about their families.

• Pick one object that has memories attached or it, is important to you or your family, or tells animportant story about your family story.

• Complete Objects Tell Stories: Draw the story behind your object. Illustrating in whatever way youwould like, the story this object tells.

• Complete Objects Tell Stories: Write the story behind your object. Writing down the story youillustrated.

Social Studies – Day 1

https://www.youtube.com/watch?v=RFuG-NCLAiI

Objects Tell Stories: Draw the story behind your object

Objects Tell Stories: Write the story behind your object

Civics For All: What is Democracy?


Objective

Students consider the role of elected officials and how they are chosen in a democracy

Resources/Materials

Voting Line in Brooklyn (2008)

See, Think, Wonder chart

Trash on New York City Streets

Model Leader Solution Chart Trash on Streets

Leader Solution Chart Playground Problem

Activity

Day 1

Look at the image Voting Line in Brooklyn (2008).

Complete the See, Think, Wonder chart.

Voting Line in Brooklyn is a photograph of people in Brooklyn waiting in line to vote.

In this country, adults who are 18 or older vote to elect, or choose, leaders, who they hope will help their communities and the country.

The United States is considered a democracy. In a democracy, people have the right to vote forleaders.

Look at Trash on New York City Streets and complete Model Leader Solution Chart Trash on Streets.

Day 2

Have an adult read you the Leader Solution Chart Playground Problem.

Discuss the problem with an adult.

Complete the Leader Solution Chart Playground Problem.

Extension

Find a problem and write a letter to an elected official about how they need to represent you byhelping to solve that problem.

Social Studies – Days 2 and 3

Voting Line in Brooklyn (2008)

Citation: April Sikorski, “2008 voting line in Brooklyn.jpg,” Wikimedia Commons, November 4, 2008. Accessed February 15, 2019. https://commons.wikimedia.org/wiki/File:2008_voting_line_in_Brooklyn.jpg

https://commons.wikimedia.org/wiki/File:2008_voting_line_in_Brooklyn.jpg

See Think Wonder

I see I think I wonder

Trash on New York City Streets

Citation: Jess Hawsor, “NYC – trash on sidewalk.jpg,” Wikimedia Commons, October 15, 2017. Accessed February 15, 2019. https://commons.wikimedia.org/wiki/File:NYC_-_trash_on_sidewalk.jpg

https://commons.wikimedia.org/wiki/File:NYC_-_trash_on_sidewalk.jpg

Model Leader Solution Chart

Trash on StreetsWhat would you promise to do if you were hoping to be elected as a new city leader?

Leader A Leader B Leader C

I would… I would… I would…

Leader Solution Chart

Playground ProblemProblem: The local children’s playground is full of trash and broken equipment. Playground money is being put aside to build a new tennis park for adults. The people who work in the playground are not being paid much, and so they have said they will only work on weekends, and will get a better job somewhere else on the weekdays. If this happens, the playground will only be open on the weekends.

What would you promise to do if you wanted to be elected as a new city leader?

Leader A Leader B Leader C

I would… I would… I would…

Civics for All: Children Solving Problems


Objective

Read about a young person who solved a problem in their community.

Resources/Materials

• Problem Solver Profile: Amariyana “Mari” Copeny, “Little Miss Flint”

Activity • Read Problem Solver Profile: Amariyana “Mari” Copeny, “Little Miss Flint” and answer the

following questions about key ideas and details in the text:

What problem was Mari trying to solve?

How did Mari go about addressing the problem?

What can we learn about problem solving from Mari?

• Discuss your answers to the questions above and point to the places in the Problem Solver Profilethat you used to find the answers to the questions.

• Think about the following questions:

What do Mari’s actions tell us about the importance of people trying to help their communities?

What are some problems that you see that you would like to solve?

Additional Resources

• ACLU: A Supreme Court Fight For Students’ Free Speech Rightshttps://www.youtube.com/watch?time_continue=10&v=go63SCNT6OQ&feature=emb_logo


https://www.youtube.com/watch?time_continue=10&v=go63SCNT6OQ&feature=emb_logo

Problem Solver Profile:

Amariyanna ‘Mari’ Copeny, “Little Miss Flint”

Amariyanna, or “Mari” Copeny, also known as “Little Miss Flint,” helped her community of Flint, Michigan in many ways.

In 2014, the city of Flint, Michigan faced a water crisis. The water supply was contaminated with lead and other toxins. Lead made the water dangerous to drink for everyone, especially children. Members of the Flint community had to rely on bottled water instead of using water from the city’s water supply. The cost of purchasing enough bottled water for entire families was very high, so Mari started a crowdfunding webpage to raise money for water bottles. Crowdfunding is a way to raise money on the internet by asking people from inside and outside of your community to donate to a cause. Through Mari’s work, she has distributed over 1,000,000 bottles of water to date.

Mari has protested and marched on behalf of the children of Flint. She wrote a letter to President Obama explaining what she has done and asking him to meet her when she attended a congressional hearing in Washington D.C. This inspired President Obama to visit Flint. Mari has traveled all over the country talking about the children of Flint.

Mari is part of an organization called Pack Your Back which collects funds and school supplies to donate to the children of Flint and other communities. She has also started the Dear Flint Kids Project, which collects positive letters and gives them to children who live in Flint.

Citations: Adapted from Mari Copeny, “’I remember my mom telling us to not drink the water’: 10-year-old’s terrifying experience with Flint water crisis,” Love What Matters, Accessed February 25, 2019, https://www.lovewhatmatters.com/i-remember-my-mom-telling-us-to-not-drink-the-water-10-year-olds-terrifying-experience-with-flint-water-crisis/. Photograph by Loui Brezzell, Courtesy of Mari Copeny.

https://www.lovewhatmatters.com/i-remember-my-mom-telling-us-to-not-drink-the-water-10-year-olds-terrifying-experience-with-flint-water-crisis/



Culture Passport


Objective

Create a Culture Passport.

Resources/Materials

Family Member Questionnaire

Culture Passport

Activity

Culture is the way of life of a group of people. Talk to a family member or other adult about what culture means to them. Interview a family member or other adult using the Family Member Questionnaire. Create a passport Culture Passport that describes your cultural background. Your Culture Passport may include drawings of family traditions, holidays celebrated, traditional

clothing items worn, beliefs, cultural food, and other cultural symbols unique to them.

Extension

Celebrate your cultural heritage by making a special meal that represents your family’s background.


Family Member Questionnaire

Dear Parents,

We are learning about cultures and family traditions. In order to help students learn more about their own culture, please complete the survey below and discuss your family’s culture with your child.

Child’s name:

Countries of your family’s heritage:

1.

2.

3.

Traditions important to your family:

Cultural foods your family eats:

Special or traditional clothing:

Language(s) spoken:

Which holidays are specific to your cultural heritage?

Culture Passport

Name: Date:

My Culture Passport

This is me: Ways I celebrate my culture:

Civics for All: Our Branches of Government


Objective

Explore the purpose of our government and why it is important.

Resources/Materials

• Branches of Our Government Infographic

• United States Branches of Government Organizer Option A

• Crayons, colored pencils, or other art supplies

Activity

• The government makes our country run well and manages our system of rules (laws). We havethree main groups of government and each group is called a branch of the government. Thereare different groups of people who are involved in helping government to run and writing therules and laws. There are people who make the laws, people who make sure that the laws areconstitutional, people who help us understand what the law means, and people who carry outand enforce the law.

• Look at the Branches of Our Government Infographic and respond to the following questions,

What do you see in this image?

What do you think about the information?

What do you wonder about the image or what questions do you have?

• Choose one branch of government from the Branches of Our Government Infographic and draw,label, and explain what you imagine happens in this branch of government.

• For each illustration write one sentence that helps someone looking at your drawing understandwhat is happening in the drawing.

• Repeat this for each branch of government.

• Find someone to share your drawings with and share your answers to the following questionswith them:

What does this branch of the government do?

What might happen if we did not have this branch of the government?

Why do you think this branch of our government is important?


Our Branches of Government Infographic

Legislative Branch (The U.S Capitol)

We Make the Laws

We Help People Understand What the Laws Mean

We Help Make the Laws Happen

Executive Branch (The White House)

Judicial Branch (The Supreme Court)

Our Government Organizer Option AName: Date:

Branch of Government

Illustration

Write a sentence about the purpose

Passport to Social Studies: Communities


Objective

Explore what a community needs to function.

Resources/Materials

• Town Map

• Community Organizer

Activity

• A community is a group of people living in the same place and sharing resources, rules, and laws.We all live in a community and there are many important places and people that make up acommunity. These different features of a community help the people living there and make it afunctioning place to live. Communities are made up of people, buildings, schools, stores,crossing guards, public places like parks and playgrounds, and many things.

• Respond to the following question, “When you walk, drive, or take the bus to school, what aresome things or people you see in the neighborhood?”

• Today we are going to look at a map. A map is a drawing of a location that helps us find placesand get to where we want to go. Maps have different things to help us read and understandthem. They have a key which helps us read the map by telling us what drawings, symbols, andcolors mean.

• Use the Town Map to complete the Community Organizer.

• Talk about the following questions with someone,

What did you learn from the map?

What makes up a community?

Extension

• Draw a map of your community. It can look similar to or different from the Town Map you used inthe lesson.


Tow

n M

ap

From

Map

s101

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aps.

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http://Maps101.com

http://Maps.com

Community Organizer

Name: Date:

Directions: Look for places in this community and think about the people who work there. How do they help the community?

Place in a Community People Who Work There How They Help

What can you add to this community? Why?

What questions do you still have?

Passport to Social Studies: Maps Provide Different Types of Information - 2 Day


Objective

Explore the different features of maps to learn about the different types of information that maps can tell us about a community.

Resources/Materials

• Physical Map of the United States

• Explorer’s Map Model Task Card: Physical Map of the United States

• Explorer’s Map Task Cards

Activity Day 1

• Maps have special features that help us to understand the information that they provide. A keyis a place in a map that tells us what the images, colors, and symbols on that map mean. Mapsalso include a compass, these tell us where the cardinal directions (North, South, East, andWest) are oriented on the map. Today we are going to look at a physical maps. A physical mapshows the geography of a place. Things like mountains, rivers, and lakes.

• Look at the Physical Map of the United States and consider the following questions:

When would we use this map?

Why would we use this map?

What does this map teach us?

What special features does this map have?

• Complete the Explorer’s Map Model Task Card: Physical Map of the United States.

• Talk to a family member or friend about what you learned about physical maps today.

Day 2

• Yesterday we looked at physical maps and today we are going to also explore political maps andtransportation maps. A political map shows us where different countries, states, counties, andboroughs are. A transportation map shows us where bridges, roads, and things like trains are.

• Complete each of the Explorer’s Map Task Cards.

Social Studies – Days 8 and 9

Physica

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From Maps101.com © Maps.com LLC

Explorer’s Map Model Task Card: Physical Map of the United States

Welcome Explorers! This map shows the geography of our country. Geography means things like rivers, lakes, and mountains. This is a physical map.

1. Draw a rectangle around the mountains.

2. Circle a desert.

3. Put a triangle on two bodies of water and write their names:

and .

4. Use the map key and the compass rose to help �ll in this sentence:

The desert is in the . (north, east, south or west)


Explorer’s Map Task Card: New York City Political Map

Welcome Explorers!This map shows us each one of New York City’s boroughs. It is called a political map.

On the big map:

1. Circle the borough you live in on the map.

2. Put a triangle on one borough that is close—either west oreast—to the borough you live in.

Write the name of the borough:

3. Put a rectangle around a borough that is south of the Bronx.

Write the name of the borough:

4. Put a green circle around each borough.

5. Put a purple triangle around the city name.

6. Write a sentence that explains what you can learn from this map.

© Nystrom Education.

Reproduced by permission.

18 Where do you live in

Which boroughdo you live in?

New York City is divided intofive areas called boroughs.Can you find all five?

HarlemRi

ver

Art

hur

Passaic

River

Hackens

ackRiver

Hud

son

River

EastHud

son

River

East

River

Kill

A t l a n t i c O c e a n

Jama

icaBay

Bay

BayUpper

Lower

New

arkBa

y

Long

Island

Sound

Staten Island

Brooklyn

Manhattan

Queens

Bronx

N e w Y o r k C i t y

New Jersey

New York

N

S

EW

New York CityState

City

BoroughBrooklyn

New York

0 2 41 3 5

1 inch stands for 4 miles

Scale in miles

New York City

Area shownon big map.

9ANYC2_p18_19_FNL.qxd:9ANYC2 1/28/09 4:36 PM Page 18

© Nystrom Education. From The Nystrom Atlas for New York City. www.NystromEducation.com


New York City Political Map

18 Where do you live in

Which boroughdo you live in?

New York City is divided intofive areas called boroughs.Can you find all five?

HarlemRi

ver

Art

hur

Passaic

River

Hackens

ackRiver

Hud

son

River

EastHud

son

River

East

River

Kill


Jama

icaBay

Bay

BayUpper

Lower

New

arkBa

y

Long

Island

Sound

Staten Island

Brooklyn

Manhattan

Queens

Bronx

N e w Y o r k C i t y

New Jersey

New York

N

S

EW

New York CityState

City

BoroughBrooklyn

New York

0 2 41 3 5


Scale in miles

New York City

Area shownon big map.


© Nystrom Education. From The Nystrom Atlas for New York City. www.NystromEducation.com© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.

Associated with The Nystrom Atlas for New York City Activity Book and

The Nystrom Atlas for New York City Hands On Curriculum: www.nystromeducation.com


Explorer’s Map Task Card: New York State Political and Physical Map

Welcome Explorers! This is a map of New York State. It shows places and geography in our state.

On the big map:

1. Circle New York City.

2. Find and circle the state capital (use the map key to �nd the symbol).

3. Trace the Hudson River (draw a line down the river).

4. Circle a state east of, or next, to New York State.

Write the name

5. Write a sentence that explains what you can learn about New York from this map.



16

Albany

A B C D E F

1

2

3

Every place on this map is in a square. Albany is insquare E-2.

A

Geneseo

NiagaraFalls

Jamestown

Hamilton

OshawaRichmond

Hill

Buffalo

Toronto

ta

R.

W. Branc

h

WellandCanal

Gen

esee

River

Erie Canal

AlleghenyReservoir

ChautauquaLake

NiagaraFalls

L a k e

Lake Erie

80°W 78°W

42°N

A B

New York StateCountry

State

City

State capital

Land feature

Ocean feature

River, lake

Country boundary

State boundary

Mountains

CanadaNew Jersey

Atlantic OceanCatskill Mountains

Hudson River

BuffaloAlbany

0 20 40 5010 30


Scale in miles

Can you findAlbany?

This map is dividedinto imaginary squares.There are letters alongone edge and numbersalong another.

Where do you live in

9ANYC2_p16_17_FNL.qxd:08_9EWW2 5/2/11 1:35 PM Page 16

17

Lindenhurst

Hampton Bays

WhitePlains

Newburgh

Poughkeepsie

TroySchenectady

SaratogaSprings

Albany

Ogdensburg Plattsburgh

Oswego

Watertown

Utica

Rome

Oneonta

BinghamtonElmira

Ithaca

Auburn

MontpelierKingston

Allentown

Scranton

Newark

PatersonYonkers

Syracuse

Rochester

WaterburyHartford

WorcesterSpringfield

New HavenBridgeport

Stamford

New York CityNew Jersey

Connecticut

Massachusetts

New York

Vermont

Pennsylvania

New

Ham

pshire

C a n a d a

Appal a

chi a

n

Mount a

i ns

Long Island

CatskillMountains

AdirondackMountains

Delaware

River

Black

St.La

wrence

River

RaquetteRiver

Ausable

River

Susqu

ehanna

Riv

er

W

allkill

Chem

ung

Hud

son

River

Rive

r

River

River

Mohawk River

Rive

r

Connecticu

t

Susquehanna River

LongIsland

Sound

KeukaLake

SenecaLake

Cayuga Lake

OwascoLake

SkaneatelesLake

CanandaiguaLake

OneidaLake

SacandagaReservoir

LakeGeorgeO n t a r i o

LakeChamplain

W 76°W 74°W 72°W

76°W 74°W 72°W

44°N

42°N

Atlantic Ocean

N

S

EW

C D E F

1

2

3New York City isin two squares.Which two?

New York State?



New York State Political and Physical Map

16

Albany

A B C D E F

1

2

3

Every place on this map is in a square. Albany is insquare E-2.

A

Geneseo

NiagaraFalls

Jamestown

Hamilton

OshawaRichmond

Hill

Buffalo

Toronto

ta

R.

W. Branc

h

WellandCanal

Gen

esee

River

Erie Canal

AlleghenyReservoir

ChautauquaLake

NiagaraFalls

L a k e

Lake Erie

80°W 78°W

42°N

A B

New York StateCountry

State

City

State capital

Land feature

Ocean feature

River, lake

Country boundary

State boundary

Mountains

CanadaNew Jersey

Atlantic OceanCatskill Mountains

Hudson River

BuffaloAlbany

0 20 40 5010 30


Scale in miles

Can you findAlbany?

This map is dividedinto imaginary squares.There are letters alongone edge and numbersalong another.

Where do you live in


17

Lindenhurst

Hampton Bays

WhitePlains

Newburgh

Poughkeepsie

TroySchenectady

SaratogaSprings

Albany

Ogdensburg Plattsburgh

Oswego

Watertown

Utica

Rome

Oneonta

BinghamtonElmira

Ithaca

Auburn

MontpelierKingston

Allentown

Scranton

Newark

PatersonYonkers

Syracuse

Rochester

WaterburyHartford

WorcesterSpringfield

New HavenBridgeport

Stamford

New York CityNew Jersey

Connecticut

Massachusetts

New York

Vermont

Pennsylvania

New

Ham

pshire

C a n a d a

Appal a

chi a

n

Mount a

i ns

Long Island

CatskillMountains

AdirondackMountains

Delaware

River

Black

St.La

wrence

River

RaquetteRiver

Ausable

River

Susqu

ehanna

Riv

er

W

allkill

Chem

ung

Hud

son

River

Rive

r

River

RiverMohawk River

Rive

r

Connecticu

t

Susquehanna River

LongIsland

Sound

KeukaLake

SenecaLake

Cayuga Lake

OwascoLake

SkaneatelesLake

CanandaiguaLake

OneidaLake

SacandagaReservoir

LakeGeorgeO n t a r i o

LakeChamplain

W 76°W 74°W 72°W

76°W 74°W 72°W

44°N

42°N

Atlantic Ocean

N

S

EW

C D E F

1

2

3New York City isin two squares.Which two?

New York State?


© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.




Explorer’s Map Task Card: New York City Transportation Map

Welcome Explorers!This is a transportation map of New York City. It tells you the different ways you can travel around the city.

On the big map:

1. Find a bridge and mark it with a red circle.

2. Find a tunnel and mark it with a blue circle.

3. Use your map key to �nd other ways to travel.

and

4. If you are in Staten Island and you want to go to Brooklyn, how would you travel there?

5. Write a sentence that explains what you can learn about New York City from this map.

26 How do New Yorkers

Long Island Expwy.

Bosto

n Post

Rd.

Bronx Pelham Pkwy.

Gran

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ncou

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Sprin

gfield

Blvd

.

FlatbushAve.

Ocean

Pkwy.

Linden Blvd.

Conduit Ave.

Atlantic Ave.

4thAv

e.

14th St.

Astoria Blvd.

Oakland

St.

Hylan

Blvd.

Richm

ondAv

e.

Houston St.

Canal St.

Broad

way

Hillside Ave.

Northern Blvd.

Mosholu

Pkwy.

Amboy R

d.

Forest Ave.

Victory Blvd.

RichmondTer.

Bay

St.

Ft.Hamilton P

kwy.

Pennsy lvania Ave.

Jamaica

Ave.

Broadway

Metropolitan Ave.

Main

St.

Park

Ave.

233rd St.

145th St.125th St.

110th St.

1st A

ve.

Leno

xAv

e.

Tremont Ave.

1st A

ve.

57th St.

8thAv

e.

Rockaway Blvd.

Arthu

rKill R

d.

Hylan

Blvd.

RichmondRd.

Kings

Hw

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VanWyck

Expwy.

Hempstead Ave.Jamaica Ave.

Queens Blvd.

Brooklyn

Queen

s Expw

y.

Bosto

n Rd.

Broadw

ay

Northern Blvd.

Staten Island Expwy.NewJe

rsey

Turnpike

Belt Pkwy.

BrucknerExpwy.

Cross Bronx Expwy.

W.S

hore

Expw

y.

Gowan

usExpw

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Belt Pkwy.

Grand Central P

kwy.

Jack

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wy.

Newark

JFK

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StatenIsland

Brooklyn

Manhattan

Queens

Bronx

PassaicRive

r

Hackens

ack

River

Rive

r

East

Hud

son

River

East

River

Jama

icaBay

Bay

BayUpper

Lower

New

arkBa

y

Long

Island

Sound


N

S

EW

New Jersey

New York

BrooklynBridge

GeorgeWashington

Bridge

Verrazano-NarrowsBridge

Transportation LinksBridge

Tunnel

Airport

Highway

Street

AbbreviationsPkwy.

Rd.St.

Ter.

ParkwayRoadStreetTerrace

Ave.Blvd.

Dr.Expwy.

Hwy.

AvenueBoulevardDriveExpresswayHighway

Many of New York’sboroughs are on

islands!Bridges, tunnels, ferries, and tramsconnect New York City’s many islands.





New York City Transportation Map

26 How do New Yorkers

Long Island Expwy.

Bosto

n Post

Rd.

Bronx Pelham Pkwy.

Gran

dCo

ncou

rse

Sprin

gfield

Blvd

.

FlatbushAve.

Ocean

Pkwy.

Linden Blvd.

Conduit Ave.

Atlantic Ave.

4thAv

e.

14th St.

Astoria Blvd.

Oakland

St.

Hylan

Blvd.

Richm

ondAv

e.

Houston St.

Canal St.

Broad

way

Hillside Ave.

Northern Blvd.

Mosholu

Pkwy.

Amboy R

d.

Forest Ave.

Victory Blvd.

RichmondTer.

Bay

St.

Ft.Hamilton P

kwy.

Pennsy lvania Ave.

Jamaica

Ave.

Broadway

Metropolitan Ave.

Main

St.

Park

Ave.

233rd St.

145th St.125th St.

110th St.

1st A

ve.

Leno

xAv

e.

Tremont Ave.

1st A

ve.

57th St.

8thAv

e.

Rockaway Blvd.

Arthu

rKill R

d.

Hylan

Blvd.

RichmondRd.

Kings

Hw

y.

VanWyck

Expwy.

Hempstead Ave.Jamaica Ave.

Queens Blvd.

Brooklyn

Queen

s Expw

y.

Bosto

n Rd.

Broadw

ay

Northern Blvd.

Staten Island Expwy.NewJe

rsey

Turnpike

Belt Pkwy.

BrucknerExpwy.

Cross Bronx Expwy.

W.S

hore

Expw

y.

Gowan

usExpw

y.

Belt Pkwy.

Grand Central P

kwy.

Jack

ieRo

binson

Pkwy.

Huds

onPk

wy.

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wy.

Newark

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Brooklyn

Manhattan

Queens

Bronx

PassaicRive

r

Hackens

ack

River

Rive

r

East

Hud

son

River

East

River

Jama

icaBay

Bay

BayUpper

Lower

New

arkBa

y

Long

Island

Sound


N

S

EW

New Jersey

New York

BrooklynBridge

GeorgeWashington

Bridge

Verrazano-NarrowsBridge

Transportation LinksBridge

Tunnel

Airport

Highway

Street

AbbreviationsPkwy.

Rd.St.

Ter.

ParkwayRoadStreetTerrace

Ave.Blvd.

Dr.Expwy.

Hwy.

AvenueBoulevardDriveExpresswayHighway

Many of New York’sboroughs are on

islands!Bridges, tunnels, ferries, and tramsconnect New York City’s many islands.


© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.




Passport to Social Studies: Protecting the Environment


Objective

Identify what people do, the environment, the consequences of those actions, and consider a solution to a common environmental problem.

Resources/Materials

• Environmental Problems and Alternatives/Solutions Cards

Activity• Responsible citizens can protect the environment. We learned about communities and how

people’s needs are met. These are important things to help us survive. For example, planting treesis good for the environment. The environment is the area in which we live. Sometimes our actionscan affect the environment in ways that we didn’t plan. For example, sometimes we cut downtrees to make room for gardens and farms. This has both positive and negative impacts. Theenvironment is a complicated part of any community.” Invite students to suggest other actionsthat hurt the environment. There are other alternatives, or other ideas, to help solve the problem.We still want to be able to use the environment to meet our needs but want to protect it, too.

• For example, air pollution is an environmental problem. Cars, trucks, and buses are the maincauses of air pollution. The more we use cars, the more air pollution increases. The invention ofthe car was positive in our lives, but it is causing negative effects on our lives too. Every action toreduce the use of cars helps a lot. Air pollution is a health hazard and bad for the earth. Some ofthe alternatives or other things people can do besides using cars for travel people can walk orbicycle to work or school.

• Carefully look at each of the Environmental Problems and Alternatives/Solutions Card.• As you look at each card, think about the following questions:

o What is the environmental problem being shown on the card?

o What are some of the possible alternatives or ideas that can help protect the environment?• Answer the question, “What can we do?” in the appropriate section of each card.

Additional Resources

• Tutlediary: Science Video for Kids: How to Care for the Environmenthttps://www.youtube.com/watch?v=V0lQ3ljjl40

• Periwinkle: What is Environment and How to Keep it Clean? Environmental Studies for Kids Vid # 1https://www.youtube.com/watch?v=gEk6JLJNg0U


https://www.youtube.com/watch?v=V0lQ3ljjl40

https://www.youtube.com/watch?v=gEk6JLJNg0U

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