Who Will Speak For The Trees?

Introduction

The Lorax needs your help!

The forrests are starting to disappear

and he doesn't know how to stop it.

Can you help him find ways to stop

the destruction of his forrests

and save the animals homes?

    

Task

Who will you speak for the trees?

Students will split into small groups to come up with an environmental plan to reduce the human impact on our planet. Students will need to identify how we impact our land, water supplies, and the air we breath.Then, create actions plans on how to stop the actions we take to harm our planet. 

Process

How Will You Speak For The Trees?

1.Students will be split into environmental teams of three to six students.

2.Each student or pair of students on the team will be assigned either land, water, or air.

3.They will then research how humans affected their topic everyday.

    • Eg. families using paper plates for every meal instead of using dishes that they can wash and reuse

4. The students will then brainstorm ways to reduce our impact on their environment (land, water, air.)

5. Then create an action plan. Students need to include a statement of what humans are doing wrong, how it affects our planet, and finally what we can do to stop or reduce our impact. 

6. The team will them come together to share results and combine their efforts to complete a full action plan to help our environment. 

  • students plans should include photos of what we are doing to our planet and drawing of what our planet would look like once we take action to reduce our impact. 

7. Students will then share their environment plans with the other teams and discuss their thoughts about how we affect our planet everyday. 

 

Evaluation
CATEGORY 4 3 2 1
Delegation of Responsibility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating.
Plan for Organizing Information Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.
Conclusion

The Lorax couldn't thank you enough for all your hard work and spreading the word. All his fuzzy friends are returning to the forrests to make their homes again and he can see all the trees growing back.

Remember, "Unless someone like you cares a whole awful lot. Nothing is going to get better. It's not." -Dr. Suess, The Lorax.

Credits

Some links to help your students begin their research. 

Teacher Page

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

[Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]