Unit Objectives:
Students will demonstrate academic progress and developmental growth in science education through teacher presentations and the study of children’s literature relating to environmental topics.
Students will demonstrate academic progress and developmental growth in reading through the study of children’s literature relating to environmental topics.
Students will demonstrate academic progress and developmental growth in writing though the process of composing and editing the text for a child’s book which relates to the environment.
Students will demonstrate creative expression and developmental growth in art through the process of illustrating and constructing a child’s book which relates to the environment.
Rational
There are three main reasons why I have chosen to develop this curriculum unit to be used with my students. One is to focus on environmental concerns and in doing so promote consciousness raising and awareness of environmental issues. Students need to first think about problems before any positive action can take place. A second reason is to prepare students to be able to read to their own children in a competent, confident manner. Most students in my classes need to substantially improve reading skills in order to accomplish this goal. A final reason for creating this unit is to encourage the bonding between parent and child through the experience of exploring books together and nurturing a mutual respect for the environment which they share.
It is my belief that one way to effect the environmental public policy issues of the future is to plant the seeds of respect and responsibility at a very early age. A sense of caring for all living things needs to be instilled from the very beginning of understanding.
Curriculum Materials
The core of the unit is the use of children’s literature to provide factual and fictional information on environmental topics. I have begun to gather a group of books which I find particularly appealing in both text and illustration. These will be used and referred to as the primary source for the teaching of this unit. They will be added to and supplemented by the addition of library books, as needed. The books described in the unit are suggested titles which I have found appropriate. Many other books, with similar messages, could be used as well. The selection of reading materials will be influenced by the individual students within the group.
Other materials include general art supplies and a computer with a printer. (specifics given in project plans)
Field Trips
Early in the school year one or two visits to neighborhood public libraries are planned to familiarize the students with the children’s section of the library. If necessary, library cards will be obtained and the students will be given the opportunity to select children’s books to read in the classroom or enjoy at home. Students will be encouraged to return to the libraries on their own to choose additional books. These books will be used to augment the titles selected for the curriculum unit.
Culminating Project
It is intended that all parts of the curriculum unit will contribute to the creation of the final project. Upon completion of the unit of study, each student will create a book relating to some aspect of the environment. An alphabet book, story book or counting book are some possible choices. These books will be made in school by the students. They will learn to read them well for the expressed purpose of bringing them home to be read to a young child. Students may wish to personalize these books by dedicating them to their own child.