“Save The Truffula Trees”
Process/Lesson Plans
Teacher(s): Ally Merlos, Zoe Wietfieldt, Riley Yamamoto, Sam Wilson, Anna Moskos
Mentor Teacher: Kim Varney
Main Contact: Sam Wilson
School District: Kalamazoo
Phone: (517) 304-1981
Email:
[email protected]
MSU Instructor: Kim Keglovitz
Date: May 2012
Email: [email protected]
Building: TBD
Grade Level: 4th Grade
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Step one-Choose the problem
Objective: Students learn about the environmental problems and talk about ways to
help solve problems like deforestation.
Method:
Students tell teacher what kinds of problems they’d like to see fixed and it all get
written down on a special poster board, then decide which problem they want to
work on.
How long will this take?
One or two homeroom classes
Materials you’ll need:
- Poster board
- Books about the environment
- The Lorax movie
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1. After learning about the environment in science class and problems like
pollution and deforestation, have a day where the students get to watch the
Dr. Seuss movie, The Lorax, old or new version.
2. After the movie is over, have a class discussion of the problem of deforestation
and suggest doing a service learning project to help the environment. Tell the
students that it is important that they choose a problem that they really care
about and affects many people in the world.
3. Ask kids to think of ideas for a service-learning project. Write down the
problems they say on the poster board so the whole class can see. Make sure
you get a lot of ideas on the board to choose from.
4. Ask students to talk about which of the problems they chose for the board is
most important to help the environment stay healthy.
5. Make a list of the top problems during recess to send home with the children so
they can talk about them with their parents, and really think about which
problem they would like to address.
Next Day:
1. Ask students what their parents thought and what they talked about. Then tell
student that it is time to decide on a project to do.
2. Tell the student that they are going to get to vote on what project they would
like to see gets done. Have students put their heads down and vote for two
problems by putting their thumbs up when they hear the one they want.
Eliminate the problem with the most votes. Students can also vote by putting
ballots into a jar and the problem with the most votes wins.
3. Once problem is chosen, tell the kids that you want to write a description of
the problem on a new poster board to hang up on the wall so that they can see
it every day in class.
Example: “Deforestation is a problem in our world because trees and plants are
important to our life and everyone else’s. And we want to do something about
it”
Step Two—Research the Problem
Objective: Students find out important details about the problem they’ve chosen,
including what, if anything is currently being done about it.
Method: Students do research using the internet and other sources.
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How long will this take? Two homeroom sessions plus out of class time for research.
Materials you’ll need:
-Flipchart
-Markers
Session 1
1. Tell the class that now that they’ve decided on a problem they want to work
on, it’s time to do some research on the problem before they carry out a service
learning project that addresses it. Have students brainstorm questions they need to
have answered before they can start work on it.
Some examples are:
How widespread is the problem of deforestation?
Where does this problem occur?
What is already being done to help the environment?
Who else is already helping the environment? How successful were they?
2. Brainstorm answers to these questions. Some students will have prior
knowledge about them. Have students think about school events like Earth Day and
Arbor Day. Ask them if they think these are ways people have already started helping.
Write their answers down on a flip chart under each question.
3. Identify answers that are still missing. Find the holes in the students’
knowledge that they can fill through research. Have the class brainstorm resources
they can use to find these answers.
Obvious resources include
Internet
Library
Adults who have knowledge about the problem
Site visits
Organizations that deal with the problem
4. Divide the class up into groups to research one of these problems. This could
also be made into an individual assignment for students to do with parents.
5. Give the class several days to research and report back on the results.
Session 2
6. Refer back to the flipchart page and have the students fill in the results of
their research to complete the answers.
The class may find that they still have holes in their research, or that their
research brought up questions they hadn’t thought of. If so, discuss these questions.
Some groups may have come across the answer in their research.
The research also may have brought up different perspectives on the problem.
If so lead a discussion on the enlarged picture of the issue. Are the students still
interested in the topic? If not, you will need to go back and chose a new topic.
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7. After class, add a few key points from the research to the description of the
project from step one. This will be Problem Statement.
Example of our Problem Statement:
Deforestation is a problem in our world and makes our community less
beautiful.
 Deforestation ruins animal habitats
 It causes erosion in the soil which changes ecosystems
 Lack of plants makes our community less beautiful
 People enjoy looking at plants and animals, and deforestation endangers
them.
 Many organizations are helping stop deforestation and create gardens in
communities such as The Environmental Defense Fund, The World
Wildlife Fund, and The International Conservation Union.
Step 3 Three-Address the Problem
Objective: Students come up with a description of a project they will do to impact
the problem they choose in Step 1.
Method: Students brainstorm, discuss ideas, and choose a specific project designed to
impact the problem they’ve identified about the environment.
How long will this take? : One or two homeroom classes, depending on how many
ideas are generated.
Material you’ll need:
-flip chart
-markers
-problem statement from step 2
-poster board
Session 1:
1. Pass out copies of the Problem Statement developed at the end of step 2.
Some students may not have a clear understanding of the problem
statement so make sure to explain in detail to them to be able to focus on a
specific problem to help make a difference with deforestation.
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2. Discuss a timeframe and make sure to make it clear how long they have. To
help students figure out how long they have use a calendar of the months
they have to complete the project on a poster board. Also include vacations
and breaks during the school year.
3. Start the process of choosing a project with a class brainstorm. Also keep in
mind the amount of time they have to complete the project, which project
could produce the most benefits/outcomes. Let student’s minds range over
all possible project ideas that they can think of and include the quite
students by asking for their opinion.
4. Write all suggestions on the poster board.
5. When they all have come up with final options, they then have to choose
what project it is that they want to work on. Also you might want to
consider doing group projects to be able to include more options for
students but that are focused around the same issue.
If at the end of the class period a decision is not final have them gather and
discuss why each issue is important and have them think about it until the
next day.
Session 2:
1. Conduct a series of votes, with the lowest votes for an issue/problem
getting eliminated. Continue voting until only one vote is left or until there
are enough for group projects if that’s the case.
2. Confirm the time frame, and break it down roughly into planning time an
implementation time.
3. Once the class project has been identified, start creating a project
description sheet by putting the key points you now know about the project
on a savable poster board for display.
4. Start by writing the class’s short description of the problem (from steps 1
and 2) near the top, leaving room above it for a project name, to be added
later.
5. Below that write a short description of the project.
6. Then enter the time frame for the project.
Example:
PROJECT NAME (to be added later)
Problem: Deforestation is a problem in our world and makes our community less
beautiful.
Project: All around the world many trees are being cut down and it affects its
surroundings. The cutting down of tress has a huge impact and can lead to bigger
problems. We can find ways to help solve problems like deforestation around the
world and to help save trees by fundraising to plant trees or plants.
Time Frame: April 9-May 31. Three weeks for planning and one month for fieldwork.
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Step Four—Create a Vision of the Results You Want
Objective: Develop a clear picture of the end project to keep on track and keep the
students enthusiastic.
Method:
How long will this take? Three 45-minute sessions.
Materials you’ll need:
-Flipchart
-Pencils, Markers/Crayons
-Construction paper
Session 1
1. Have the class close their eyes and vision think about a time when they had
a vision and the outcome. I need to make sure they all have the right definition of a
vision.
a. Before I would:
a. Explain what a short term goal is.
b. Give them a definition of a vision.
c. Give them an example of my vision for the class and how it
turned out.
2. Have the students tell me why visions would be important when it comes to
doing a big vision. What will they need to make this vision come true? This will be
written in a journal in turned in to me.
Example: Team work
3. In step three the children came up with a project. I will remind them of the
project and have them draw out their vision for this project form beginning to end in
groups. They will use the construction paper to make a beginning middle and end
vision of the project. They will be called up in groups to say what they have drawn
and look for from the project.
Session 2
4. Create a flipchart of what we have gone over about visions and the
definitions we went over in the previous class.
5. I will break the students up into groups of two and have them think together
about a few things.
a) Think about: The positive things we are doing with
this project.
a. What could go wrong?
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b. How can we stop these things from
happening?
c. What will be the hardest thing to do?
d. A vision together dealing with these conflicts
and the positive outcome.
Then these stories will be shared with the class and put onto the flipchart to
refer back to and combine thoughts.
Session 3
6. Refer to my flipchart that included everyone’s ideas. At the end of the chart
will be the vision statement that I came up with after hearing all of the ideas.
Vision Statement: The beautiful plants in the yard of the nursing home
and at windowsills are there for everyone to see. When they come out
for a walk they smell the fresh flowers. They come outside and play with
their grandchildren talking to friends and playing board games. In their
rooms they sit by the window and watch as the gentle flower grows and
buds.
7. I will then ask them to close their eyes as the statement is being read out
loud.
8. Then ask what they think may need to be added or elaborated on to create a
better picture.
a. I am hoping for them to come up with between 6-10 main details.
b. I will give them the first example
i. Our project will cover the yard of the nursing home and the
windowsills of their residents.
c. These ideas will be added to the chart
d. I will then let them know that these are great ideas but can be changed
because their ideas may change as we continue.
9. I will them ask them to compare the flipchart ideas we just come up with to
my statement. After this we will add to the statement to make it fit better to
their vision.
10. We have to come up with a name that describes the service we are doing.
11. Then I will begin to plan out what has to go on the project description sheet.
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PROJECT DESCRIPTION SHEET
Problem:
Project:
Time Frame:
Vision:
Project Details:
Step Five- Make a Plan
Objective: Students learn handy planning skills by creating a project calendar and a
plan for completion.
How long will it take? 3 Language Arts or homeroom class sessions
Method:
Session 1- Students decide on jobs that need to be assigned to get the project
done efficiently.
Session 2- Students break jobs down to smaller pieces so they won’t be so
hectic and then assign different students to each step.
Session 3- Class makes a calendar out of the task information they created.
Materials:
-Big “Post-its” sheets or flip chart and markers
-smaller sticky notes in multiple colors
-blank calendar
-Poster or flip chart version of Project Description sheet from Step 4
SESSION 1
Procedure:
1. Remind the class of what the project they chose was. And now that they have
all the problem picking and decided what they want their results to look like,
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2.
3.
4.
5.
tell them it’s time to look ahead and make a plan for how to finish the project.
Tell the students that all projects need plans to get done efficiently and to
keep it organized.
Go back over Step 4 with the students so they remember exactly what your
class plans to do.
Tell students that the first thing that needs to happen for the project to work
well is to break it up into smaller parts. Look over what order these jobs need
to be done in so you can decide the importance of each job. And look at each
thing that needs to happen and make sure each one has a job.
a. Example: Choosing which seeds should be planted for the project. And
figuring out a way to label them.
When jobs are decided, write them down on a flip chart so you can keep track
of them.
Choose students to be assigned to each job, it would be better if teams were
assigned. And the team sizes should depend on how much work the job has to
get done. The jobs with the most work to get done can be assigned to the class
as a whole.
Try to let students sign up for jobs that appeal to them, rather than randomly
assigning people.
6. Write the names of each person assigned to the tasks on the same flip chart
from before next to the tasks.
a. Example job list.
1. Select seeds to be planted (Whole class)
2. Label seeds (Jane, John, Julie and Josh)
3. Decide what tools will be needed for planting and measuring (Emily,
Tim, and Ian)
4. Spread the word (Hannah Fred and Kelly)
5. Etc….
SESSION 2
Procedures:
7. Meet with each team to talk about their jobs. And make plans for how to finish
each job, write these notes on a flip chart page. Break down jobs into smaller
steps so it will be easier to accomplish. Talk to students about which steps
need to be done first and when and how long it should take them.
8. Create a steps chart (like a timeline) with each group on a large sheet of poster
paper that can be posted in the classroom so class can keep track of what
needs to be done and check off what has been done.
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9. Compare different jobs’ steps charts to see if any steps need to be moved to be
accomplished before a different job needs it.
SESSION 3
Procedure:
1. Hang the Class Planning Calendar you made together up on the wall so
everyone can view it. Tell the students they now need to plan finishing dates
for all these tasks.
2. Take sticky notes and put each description of the task on it, including the final
day project description. Put the final day on the calendar when you want the
project to end. Ex. “Plant plants in the gardens at nursing home”. Then work
backwards to figure out all the other dates. Move backwards a day and ask
what task should be finished, keep working backwards until you get to the very
first task, Ex. “Buy seeds”. All finish dates should now be on the calendar. Tell
class this calendar is their guide for the rest of the project.
3. Create a smaller version of the class calendar and hand out a copy to each
student as a personal guide for the rest of the project.
Step 6-Take Action
Objective: Students carry out the plan.
Length of Time: 3 hours of field time and 20 minutes weekly in science class to
measure the plants and make observations.
Method: Students actively do their plan and assess how well it goes.
Materials:
 Project Description Sheet (Step 4)
 Jobs List (Step 5)
 Steps List for each job (Step 5)
 Class Planning Calendar (Step 5)
 Personal copies of Class Planning Calendar (each student needs 1- Step 5)
 Skills- building Materials as needed
 Class Project Portfolio Supplies
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Procedure:
I. Meet with the volunteer parents about what time we are going to the nursing
home to plant the flowers and what group they are in charge of helping and
watching. Also have them take pictures of the students and their work.
II. Review with the class the Project Description, Jobs List, Team Steps List, and
the Class Planning Calendar. Make sure they understand what they should be
doing and when they should be doing it.
III. Meet with each group individually on what they need to do.
IV. Discuss the reflection process they will be doing while working on the project.
They need to think of the plants growing, helping the community, but also
what worked and how effective their plan was.
V. Introduce the Class Project Portfolio. Each group needs to appoint a reporter
to meet with the other reporters and discuss observations and what written
things should be in the portfolio. Each group also needs to appoint a
photographer or artist to help illustrate the project.
VI. The students will also have their personal journals. They will have their plant
journal where they record the measurement of the plant, make observations,
and reflect on the service part of the project. They will have time to work on
their personal journals after every activity.
VII. Do the project! Use the Class Planning Calendar as a guide and make
adjustments as needed.
VIII. When the project is completed, have each student complete their personal
journals. Have the reporters and artists also complete the Class Project
Portfolio. Send a report and photos to the Giraffe Heroes Project:
[email protected]
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Step 7- Reflect, Celebrate, and Begin Again
Objective: Students will understand and appreciate what they’ve learned doing their
service project.
Length of time: 1 science class period and 1 hour assembly
Method: Students look at what they learned and prepare a presentation for the class.
The students will use their Jobs List, Steps Lists, Class Planning Calendar, and Think
About It questions to assess their results. Next they will complete their Class Project
Portfolio and their individual journals. Then they will have the assembly and tell the
rest of the school what they learned and pass out seeds to the teachers so every
student in the school can plant seeds. The students will also be awarded their
certificates and have an ice cream party after.
Materials:
 Project Description Sheet (Step 4)
 Job List (Step 5)
 Steps List (each team needs one- Step 5)
 Class Planning Calendar (Step 5)
 Think About It Page**
 Template for Certificate of Completion**
Session 1:
I. Have the students make an evaluation of how the project went overall. They
also need to add thoughts to the Project Portfolio and their personal journals.
II. Give the students the Think About It page and have them think about the entire
project. Fill out one as they fill one out. Have the students write “OK to read
to class” or “Don’t read to the class” on them, so you can have a class
discussion.
III. Have the class as a whole discuss what they would like to put in the
presentation for the school.
IV. Determine what students are in charge of saying what and any other
preparations- give everyone a role to be responsible for.
V. Practice it.
Session 2:
I. Set up the gym or wherever the presentation will be occurring.
II. Wait for all the students to get settled then begin the presentation.
III. Have the students give the teachers the seeds.
IV. Have the principle help give the certificates to the students for completing this
project.
V. Surprise ice cream party in the classroom. Thank them for all of their hard
work and discuss how much they have accomplished and the difference they
have made.
VI. Discuss ideas for future service learning projects.
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