Elementary Level: Healthy Habits (Exercise, Nutrition, Hygiene)

Mid Level: Human Impact on Ecosystems

High Level: Human Impact on Ecosystems (Advanced)

Elementary Level (Kinder to Grade 2)

Subject: Healthy Habits (Exercise, Nutrition, Hygiene)

Alignment with Standards:

• NGSS K-LS1-1: Use observations to describe patterns of what humans need to survive (food, water, movement).
• CCSS.ELA-LITERACY.SL.1.5: Add drawings to descriptions to clarify ideas.
• CCSS.ELA-LITERACY.W.1.8: Recall information from experiences to answer questions.

Lesson Plan

Objective:

Students will identify and demonstrate healthy habits for exercise, nutrition, and hygiene by creating an illustrated poster.

Materials Needed:

• Poster board or large paper
• Magazines (for cutting out food/exercise images)
• Markers, crayons, glue sticks
• Printable images (healthy foods, toothbrushes, kids playing)
• Song: “Brush Your Teeth” by Raffi (for hygiene)
• Image Prompt: [See below]

Lesson Activities

1. Introduction (15 min)

Discussion:

• “What makes your body feel good?”
• Show 3 jars labeled “Energy,” “Strong,” and “Clean” (representing food, exercise, hygiene). Have kids sort items (e.g., apple → Energy; soap → Clean).

Video: Short clip from “The Magic School Bus Explores the Senses” (health habits segment).

2. Healthy Habits Sorting Game (20 min)

• Activity: Print/cut 15 images (e.g., running, candy, toothbrush). Students sort them into:
  • Exercise (jumping, swimming)
  • Nutrition (carrots, milk)
  • Hygiene (handwashing, sleeping)

3. Create a Healthy Habits Poster (30 min)

• Directions:
  1. Divide the poster into 3 sections (Exercise/Nutrition/Hygiene).
  2. Draw or glue images for each.
  3. Add a slogan (e.g., “Wash Your Hands to Stay Super!”).
• Scaffolding:
  • Pre-write headings for struggling writers.
  • Advanced students add 1-2 sentences (e.g., “I eat fruit to grow strong!”).

4. Presentation & Song (10 min)

• Students share posters. Sing “Brush Your Teeth” with actions.

5. Assessment (5 min)

• Exit Ticket: “Draw one thing you’ll do today to stay healthy.”

Assessment Rubric

Differentiation Ideas

• Kinesthetic Learners: Act out habits (e.g., pretend brushing teeth).
• ELL Students: Use pictures instead of words for sorting.
• Extension: Track healthy habits for 3 days with stickers.

Mid Level (Grade 3 to 5)

Subject: Human Impact on Ecosystems

Alignment with Standards:

• NGSS 4-ESS3-1: Obtain and combine information to describe how energy and fuels are derived from natural resources and how their uses affect the environment.
• CCSS.ELA-LITERACY.W.4.7: Conduct short research projects to build knowledge.
• CCSS.ELA-LITERACY.SL.4.1: Engage effectively in collaborative discussions.

Lesson Plan

Objective:

Students will investigate how human activities (pollution, deforestation, and waste) affect ecosystems and explore solutions like recycling and conservation.

Materials Needed:

• Videos: “Our Planet” (Netflix) clips on deforestation or “The Story of Stuff” (YouTube)
• Printable images (polluted vs. clean ecosystems, recycling symbols)
• Graphic organizer (T-chart: “Problems vs. Solutions”)
• Recyclable materials (plastic bottles, paper) for sorting activity
• Jumbo sticky notes for brainstorming
• Image Prompt: [See below]

Lesson Activities

Day 1: Introduction to Human Impact (30 min)

1. Engage:

• Show two contrasting images:
  • A lush forest vs. a deforested area
  • A clean ocean vs. a plastic-polluted beach
• Think-Pair-Share: “What differences do you see? What might have caused this?”

2. Video & Discussion:

• Watch a 5-min clip (e.g., “Plastic Ocean” or “Amazon Deforestation”).
• Guided Questions:
  • “How does pollution harm animals?”
  • “Why do people cut down trees? Are there better ways?”

Day 2: Hands-On Exploration (45 min)

3. Pollution Sorting Activity:

• Lay out 10 items (e.g., banana peel, plastic bag, aluminum can).
• Students categorize: Biodegradable vs. Non-biodegradable and discuss decomposition times.

4. Deforestation Simulation:

• Build a mini forest with sticks/leaves. Remove “trees” to show soil erosion (use a spray bottle for “rain”).

5. Recycling Relay Race:

• Label bins “Recycle,” “Compost,” “Landfill.” Teams race to sort items correctly.

Day 3: Solutions & Action Plan (30 min)

6. Brainstorm Solutions:

• Jigsaw Activity: Groups research and present:
  • Team 1: Recycling programs
  • Team 2: Planting trees
  • Team 3: Reducing plastic use

7. Create a “Protect Our Planet” Poster:

• Illustrate one problem (e.g., oil spills) and one solution (e.g., reusable bags).

Assessment

Differentiation

• Struggling Learners: Use pre-sorted images for recycling activity.
• Advanced Learners: Research a local environmental issue (e.g., a nearby polluted river).
• ELL Support: Pair visuals with vocabulary (e.g., 🌳 = deforestation, ♻️ = recycling).

Extension:

Start a classroom compost bin or recycling challenge!

High Level (Grade 6 to 8)

Subject: Human Impact on Ecosystems

Alignment with Standards:

• NGSS MS-ESS3-3: Apply scientific principles to design a method for monitoring human environmental impact.
• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in evidence-based collaborative discussions.
• CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and evidence.

Lesson Plan

Objective:

Students will analyze human impacts (pollution, deforestation) and debate sustainable solutions through research, role-play, and critical discussion.

Materials Needed:

• Video Clips: “Before the Flood” (National Geographic) or “The Lorax” (for symbolism)
• Debate Role Cards (e.g., logger, environmental scientist, politician)
• Research Articles (Simplified news reports on deforestation/pollution)
• Graphic Organizers (Pros/Cons T-charts, Claim-Evidence-Reasoning templates)
• Sticky Notes for brainstorming
• Image Prompt: [See below]

Lesson Activities

Day 1: Investigate the Problem

1. Engage:

• Show before/after images of the Amazon rainforest or Great Pacific Garbage Patch.
• Quick Write: “What emotions do these images evoke? What questions do you have?”

2. Research Stations:

• Station 1: Plastic Pollution (Data on marine ecosystems)
• Station 2: Deforestation (Case study: Palm oil industry)
• Station 3: Success Stories (e.g., ozone layer recovery)
• Task: Complete a CER (Claim-Evidence-Reasoning) worksheet for one issue.

Day 2: Debate Prep

3. Role-Play Assignments:

• Divide into stakeholder groups (e.g., corporations, scientists, indigenous communities).
• Each group researches their stance using provided articles.

4. Develop Arguments:

• Use a Pros/Cons T-chart to list:
  • Economic benefits vs. ecological costs
  • Short-term vs. long-term consequences

Day 3: Structured Debate

5. Fishbowl Debate:

• Inner Circle: Stakeholders debate: “Should we ban single-use plastics?”
• Outer Circle: Peer evaluators track evidence using a rubric.

6. Reflection:

• Exit Ticket: “Which argument was most persuasive? Why?”

Assessment

Differentiation

• Struggling Learners: Provide sentence stems (“My evidence is…”).
• Advanced Learners: Research a local issue (e.g., urban sprawl) and propose policy.
• ELL Support: Pair text with icons (e.g., 🌲 = deforestation, 🏭 = pollution).

Extension:

Design a “Sustainability Campaign” poster or podcast episode.