Environmental Change
for Elementary English Language Learners
Grades 4-8 by Lindsay Stapleton
Big Ideas
Students will use English to communicate about the importance of the environment and be able to convince and educate the public about a specific environmental issue.
Subject Specific Learning Objectives
Students will employ English language skills: Reading, Writing, Speaking and Listening as they learn about a specific environmental issue. Students will be introduced to a number of environmental topics graded to their English Language level, then they will select a topic which they will investigate further. Students may also choose to do additional research on other environmental topics not presented by the instructor.
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Since English language acquisition and production are the main targets for this class, all pieces of the project will incorporate various English language skills. Through their research about their chosen issue, students will practice their reading and listening domains and produce summaries of their findings which can be differentiated to utilise speaking and writing skills. The final project shall consist of a website showcasing the student's findings. Each student will be given options on how to present their chosen topic to the class, highlighting how we can communicate valuable and convincing information about the environment to persuade much-needed change.
Curriculur Content
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Reading comprehension
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Vocabulary and spelling
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Pronunciation
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B1 grammar production: using present perfect and past simple
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talking about the future and expressing ability and possibility
Curriculur Competencies
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Use technology to research and explore environmental issues
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Produce writing, videos and podcasts to communicate about environmental issues
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Apply multiple methods of communication to think about environmental issues in a variety of ways
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Learn vocabulary through context, apply language acquisition skills to project
Core Competencies
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Communication - Acquire, interpret and present information
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Critical thinking - question and investigate
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Technology literacy - be able to produce and access content through various technological means
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Creativity - choose different modes of expression, solve problems with different solutions
Goals and Assessments
Specific: Students will research 2-3 environmental issues, and create 3 or more products intended for educating the public on their chosen topic(s).
Measurable: Students will incorporate their presentations into a website, and present their findings to the class. There will be weekly checkpoints along the way to ensure that students are finishing their products in a timely manner.
Attainable: Topics and information will be available and graded to the student's English Language ability. Science, art and math teachers at the school will also help with providing potential resources for the class to access.
Relevant: Students will choose topics that interest them, and learn how to communicate about their chosen topic to peers. They will also use technological skills relevant to their life and future career possibilities.
Time-bound: The overall project will be an in-depth process that will span 5-6 weeks of class time.
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Assessment: Each student will have a written element to their project that will be assessed individually. Their presentation and chosen topic's product will also be assessed individually or as a small group in some cases.
Activities and Engagement
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Engagement
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Access to internet resources on environmental climate change:​​​
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Students will interact with these lesson resources and learn about climate change through various media including instructional videos and apps that provide real time data on the climate.
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Additional worksheet reflection on student's own contribution to environmental change (taking stock of their own carbon footprint and behaviours).
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Activities
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Mini-lessons on climate change, including instructional videos from Our Changing Climate or clips from documentaries such as "How Many People Can Live on Planet Earth?"
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Mini-lesson on Math and visualisation. Possible mini-lesson on tools for using art to visualise data
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Reflection worksheet: Ecological Handprint (see example: here)
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Written summaries or video-logs of what they have learned.
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Demos on specific technology / tools that students will use for projects.
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Student Work Process
Students will use Science, Art, Math and Technology to produce 2 or more products. These products will be added to a collective class website, that details the importance of environmental change. Individuals may collaborate on similar topics or work individually. The class will collaborate as a whole to create their website. Each product must incorporate at least two STEAM elements.
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Students will brainstorm topics and discuss various environmental issues before selecting their chosen topics. They then will consider what STEAM elements can be incorporated into presenting their information. As a class they will discuss the variety of topics covered on their website and ensure that multiple approaches are represented.
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Incorporating STEAM Project Ideas:
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Visualising (Art) Data Analysis (Math) to create a persuasive argument
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Presenting the Science behind Climate Change (Art and Science)​​
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Projecting Climate Trends (Science and Math)
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Student Products:
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Using iMovie / Videoshow to create a video presentation
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Telling a story, animation or creating a game through Scratch
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Make a podcast presenting their findings and discussions with peers and/or public. (Anchor.fm)
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Creating a persuasive infographic about Environmental Change
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Allow students to come up with other ways to present their findings
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All products must have a written element supporting their presentation as a way to practise their English Language learning. The written element can expand upon what is covered in their project.
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Presentation
Students will present their findings to the class and discuss how they can use these projects to convince others that climate change is real.
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Final Project
After presenting their findings, students will discuss and collaborate on how to present their different topics on a shared class website. They will use a free website builder, and share their completed work with the public via social media.
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Evaluation
Students will be evaluated individually on their writing components as well as their individual contributions to group projects, and participation in the collaborative aspect of the website. Students will additionally be assessed as a group for finished products in the cases where they are working in small groups.
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Use of target language, STEAM elements, and 21st century skills will be part of the assessment process in determining student's meeting assignment requirements.