We speak for the Trees!
Unit Summary
The Tenth graders take on the role of environmentalists trying to create
awareness among the community and their peers about deforestation and its
effects in their locality. They conduct research on the number of trees which
have been cut in a particular area and the effects it has had on the area, and
sum up the effect of deforestation globally. They share their learnings on the
effect of deforestation using a multimedia presentation. They launch an ecoclub called “Seedling” which works towards creating awareness on
environmental issues. They raise the public opinion using a blog and motivate
public to take necessary steps.
Curriculum Framing Questions
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Essential Question
Am I responsible?
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Unit Questions
How can I prevent deforestation in my locality?
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Content Questions
What is deforestation?
What are the effects of deforestation?
What is global warming?
At a Glance
Grade Level: 8 -10
Subjects: Environmental
Studies, Science
Topic: Deforestation
Key Learnings: Causes
and effects of Deforestation
and strategies to solve the
problem
Time Needed: 3 Months 3 periods of 45 minutes
each a week
Things You Need
Assessment Processes
Assessment
Standards
Resources
View how a variety of student-centered assessments are used in the Unit Plan.
These assessments help students and teachers set goals; monitor student
progress; provide feedback; assess thinking, processes, performances, and
products; and reflect on learning throughout the learning cycle.
Instructional Procedures
Prior to instruction
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Explain the project outline to the school head – goals and objectives of the projects and support required to
complete the project.
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Submit a project concept paper (DOC 24KB) to the school head and computer HOD with time lines, requesting their
support.
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Collect pictures of Deforestation
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Prepare analyzing a picture handout, survey guidelines, list of Web sites, organiser chart
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Prepare discussion rubric, multimedia presentation, brochure and website rubric
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Prepare presentation on deforestation and project guidelines.
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Talk to authorities at Lal Bagh to sell saplings at a subsidized price.
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Organise for a meeting with an NGO to create awareness among students
Introduction
Pin up the pictures of cut trees on the walls of the classroom. Distribute Talking Tree (DOC 1.99MB) handout to the
students. Ask the students to observe the picture and write down their feelings visualizing themselves to be a part of a
big orchard with lot of trees around. Consider the following points while noting down the feelings.
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How do you feel being cut?
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What will happen to all the animals which depend on you for shelter?
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How would the surroundings be after you are cut?
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What changes will take place in the environment after you are cut?
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Message you would like to give to people who are cutting down trees.
Write down your feelings and pin it up on the class bulletin board.
Once the students fill in the handouts, group the students, motivate them to empathise and discuss about “If we were
the tree in the picture …….” Ask the groups to nominate one student from the group and share their feelings to the whole
group. Behavioural expectations (DOC 550KB) to be put up on the flip chart and the students are asked to read the
instructions before they start the discussion.
Discussion
Pose the essential question to the students, “Am I responsible?” Encourage discussions and ask students to log in their
thoughts in the Journal. Distribute discussion rubric (DOC 151 KB) to the students so as to encourage quality discussions
and also to self-assess their participation in the discussion. Direct the discussion in the classroom towards deforestation
and its effects on the environment. Ask probing questions to the students like - How would it be without trees around?
What are the strategies to reduce the effects? Ask group leaders to document the discussion and present it to the large
group. Refer the students to discussion rubric to encourage quality discussions. Give enough time for Question and
Answer sessions to clarify doubts.
The Project
Brief students about the project they would be doing to answer their unit question, “How can I prevent deforestation in
my community?” role-playing as environmentalists. Show a presentation on project (PPT 2.58MB) processes and
guidelines. Give out guidelines for preparing a questionnaire (DOC 25KB). Have students construct a questionnaire for
conducting an interview and get it approved from the class teacher. Organise a class on basic statistics to build
knowledge on collecting data, how to interpret the data, presentation of the findings with chart.
Research
The students research on deforestation and its effect on the environment and find out the relation between them. Using
different internet resources the students focus on the reasons that have resulted in changes in the climate and different
strategies adopted so that they have a global perspective to combat the problem. Ask the students to bookmark the
important web sites visited by them.
The Field Visit
Students visit members in the locality and corporation officials with their questionnaire and data to gain information on
the number of trees cut and the reasons for them being cut. They will specifically speak to elderly people to get
information on environmental changes in the locality. They will refer to the survey guidelines (DOC 35KB) before
interviewing. They will either ask them to fill up the questionnaire or read it out and record the responses. The students
use spread sheets to tabulate the data and create a pie chart to compare the past and the present climatic situation in
Bangalore.
Ask students to put down their thoughts on” Bangalore before and now” with the information collected during their
interaction with elderly people in their community regarding environmental changes. Ask students to present their
findings on the topic and discuss strategies for further course of action.
Sharing Learning
Share the multimedia rubric (DOC 32.5KB) with the students and discuss the expectations for this project. Encourage the
students to refer to the rubric and work towards reaching to the excellent category.
After collating the information ask groups to analyse the data. Ask students to identify the reasons for increase in
pollution, increase in temperature globally, incidence of frequent floods and if these reasons are in any way connected to
deforestation. Ask the students to fill up organizer chart (DOC 27KB).
Encourage them to discuss within groups to put together strategies to address the problem. Insist on referring to the
internet resources for ideas and suggestions employed in other parts of the country. Ask the students to prepare a
multimedia presentation (PPT 400KB) to present their findings to the school and the community members.
Blog
Students share their experiences on field using a blog*. They share their strategies to address the problems caused due
to deforestation and also to reduce the effects. This gives an opportunity for students to share information and opinions
with peers, to get feedback and discuss. Distribute blog rubric (DOC 28.5KB) to help students stay focused on the
expectations of the teacher.
Creating Awareness
Let the students speak and give a presentation on the topic to local community, resident welfare association to get
support for planting trees and funds for buying saplings.
Have their views and opinions recorded in the journal. Ask them how community would be supporting their activities.
Request resident welfare association to support in mobilizing public for awareness program.
Chalk out an action plan for creating awareness and to convince people on the importance of planting trees for better
future. Create Brochure (PDF 287KB) for spreading awareness. Distribute Brochure rubric (DOC 32.5KB) to ensure that
Brochure clearly indicates about the activities of the club and the need to plant trees. Let the students present their
findings and suggest strategies to reduce the effects of deforestation. Ask community to respond to the problem and take
the onus to plant trees and take care of them. Encourage students to convince the residents to make their children aware
of the need for taking care of plants.
Culmination Activity
Conduct an awareness campaign at school. Invite teachers and students from other schools and also parents as guests.
Children are asked to create triarama to show the effects of deforestation on flora and fauna. Instruction on creating a
Triarama (DOC 38KB) is handed over to the students.
Students display triaramas, use presentation and distribute brochures to create awareness on deforestation and its
effects in their community.
Pose the essential question again, Am I responsible? In small groups, have students discuss the question in relation to
their experiences in the project. Allow students to record their thoughts in their journals. Bring the discussion back to the
whole group and give students an opportunity to share what they talked about. Ask the students to fill in the reflective
journals to reflect on their learning experiences in the project.
Prerequisite Skills
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Knowledge to operate computer – MS Word, Power Point, and Spreadsheet
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Knowledge on Internet research, collect materials and consolidate
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Functional knowledge of using Digital cameral
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Skills in writing, reading and tabulating
Differentiated Instruction
Resource Student
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Most assignments in this unit are open-ended, which means all students can complete assignments at their own
levels
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Break assignments into small, manageable activities written in a checklist
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Select specific Web sites for the student’s readability level and mark the sites so the student has more meaningful
sites in which to research
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If technology exposure is low, partner the student with a proficient student
Gifted Student
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Have the student investigate more complex questions concerning reforestation plans
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Require the student to include more advanced technical attributes in the presentation
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Assign the student to a group of students who are in charge of the Web site and responsible for pulling all the
information together from the various classes
Credits
Ms. Apurva Varma participated in the Intel® Teach program and developed this unit plan. A team of teachers expanded
the plan into an example that you can see here.
Note: The hyperlinked support documents are not part of the PDF. They can be downloaded and printed individually.
Designing Effective Projects: We speak for the Trees!
Assessment
Assessment Plan
Before learning activities begin
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Discussion
Rubric
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Journal
Writing
While students work on learning
activities
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Journal
Writing
Discussion
Rubric
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Multimedia
Rubric
Brochure
Rubric
Blog Rubric
After learning activities end
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Multimedia
Rubric
Brochure
Rubric
Awareness
Drive
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Blog Rubric
Reflective
Journal
Assessment
Questioning is used throughout the unit to gauge students understanding. Journal writing and discussion rubric is used to
gauge student needs and help students explore important questions and stimulate thinking. Multimedia rubric and
brochure rubric along with journal writing and discussions guide students in their learning and help them stay on track,
and self-assess their progress. Student learning is assessed by organizing an awareness drive, brochure, and multimedia
presentations created. Opinion posted on blog shares student learning on the field.
Designing Effective Projects: We speak for the Trees
Standards/Syllabus Outcomes
Targeted State Frameworks/Content Standards/Benchmarks
As per the guidelines of Central Board of Secondary Education, the below objectives need to be met:
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To deepen the knowledge and understanding of India’s environment in totality, to develop awareness of the need for
protection of environment and its effects on the future quality of peoples life.
To help students to become responsible citizens of the country.
To develop necessary skills to work with modern technological devises like computers.
To develop an interest in math’s and to acquaint students with different aspects of mathematics used in daily life.
Opportunities should be provided to the students to engage them with the process of science like observing,
recording observations, drawing tabulating, plotting graphs the secondary stage expects abstraction and quantitative
reasoning to occupy more central space in the teaching and learning of science.
Student Objectives/Learning Outcomes
Students will be able to
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Understand the concepts of deforestation and its effect on the environment.
Research and set goals on how best can they create awareness.
Formulate questionnaire, collect data, and interview community members.
Suggest strategies and find solutions.
Create a website on deforestation and its effects and present it to their peers and community.
Establish an Eco-Club which works towards creating awareness on environmental issues.
Publish a brochure which will be handed over to residents to create awareness on deforestation and encourage
residents to become members of the club.
Create blog space to share ideas on deforestation and also to make people aware of the activities of the club.
Research on endangered and extinct species of animals and plants.
Designing Effective Projects: We speak for the Trees
Resources
Materials and Resources
Printed Materials
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10th grade text book
Articles on deforestation and its effect on the environment
Government polices on tree plantation and work undertaken
Supplies
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Note Book
Pen / Pencil for survey
Internet Resources
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http://www.icsu-scope.org/downloadpubs/scope21/chapter07.html*
Information on deforestation and its effects.
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http://wiki.answers.com/Q/What_are_the_advantages_and_disadvantages_of_deforestation*
Information on advantages and disadvantages of deforestation.
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http://bangalorebuzz.blogspot.com/2007/04/green-turning-grey.html*
Information on deforestation in Bangalore.
Other Resources
Technology – Hardware
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Technology – Software
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Word processing
Multimedia
Spreadsheet
E-mail software
Encyclopedia on CD-ROM
Internet Web Browser