Social Justice Lesson Plan Assignment – Grade Three
Science and Technology
George Lau
University of Ottawa
Understanding Life System: Growth and Changes in Plants
Subject/Course: Science and Technology
Students: 20
Grade Level: 3
Time: 80 minutes
Description and Goal of Lesson/Connection with Global Peace Education
As a lesson in Global Peace Education, this lesson is to have the students assess ways of maintaining/promoting
environmental sustainability by protecting plants and their habitats. The goal of the lesson is to have students
understand the impact of plants on the environment and human activity impacting plant and plant habitats.
Expectation(s) and Learning Skills
Overall Expectations:
• Assess ways in which plants have an impact on society and the environment, and ways in which human
activity has an impact on plants and plant habitats.
Specific Expectations:
• Assess ways in which plants are important to humans and other living things, taking different points of
view into consideration (e.g., the points of view of home builders, gardeners, nursery owners,
vegetarians), and suggest ways in which humans can protect plants.
• Assess the impact of different human activities on plants, and list personal actions they can engage in to
minimize harmful effects and enhance good effects.
Prior Knowledge
To engage in the different tasks, students were to have some knowledge and skills relating to:
• The role of humans in maintaining a healthy environment
• Understanding the basic needs and characteristics of plants and animals, including humans.
Material/Resources
• Labtop/Projector
• Picture slideshow of human usage of plants/misuse of plants
• The Plant and The Environment Worksheets (Appendix 1)
• Markers/Crayons
• Propaganda Poster example (Appendix 2)
• Blank paper
• Television
• The animated film of The Lorax by Dr. Seuss (VHS)
• 20 cups
• 20 seeds
• Bag of soil
• Assessment Checklist (Appendix 3)
• Computer to accommodate students with exceptionalities
Key Concepts and/or Skills to be Learned
• Collaborative learning
• Discussion
• Creativity/Artistic Design
Vocabulary:
Environmental Sustainability, Pollution, Plants, Habitats, Impact, Propaganda, Environment, Slogan, Awareness,
Promote
Sequence of Lesson:
Hook: Time: 5 minutes
Instructional Grouping: Whole Class
1. Begin by putting up a picture slideshow of human usage of plants and plants impacting the society and
environment.
2. After the slideshow discuss the images seen with the class. The teacher will promote a discussion with
the students on the different ways plants are used in the society/environment and the different ways plants
and habitats are affected by human activity.
Introduction (Activity # 1): Time: 10 minutes
Instructional Grouping: Small Groups (Pairs)
1. In pairs, students are to work on the Plants and The Environment (Appendix 1) worksheet.
2. On the worksheet, the students are to write down eight different human uses of plants and/or the positive
impact of plants on the society/environment. The students are to draw a picture associated for each one.
3. Each pair is to come up with one sentence at the end of the worksheet on a way for humans to protect
plants and their habitats.
Body (Activity # 2): Time: 20 minutes
Instructional Grouping: Large Groups (groups of 4)
1. Each group will be given a regular sized blank paper. The students are to create a Propaganda poster to
raise awareness of the negative environmental impact human activity has on plants and their habitats.
2. Hand out an example of a Propaganda poster (Appendix 2) and inform the students they need to come up
with a slogan and create an image associated with the slogan.
3. After the students have finished creating their Propaganda poster, each group is to post their poster on the
class’ bulletin board outside the classroom.
Closing (Activity # 3): Time: 45 minutes
Instructional Grouping: Whole Class
1. Watching the animated film The Lorax by Dr. Seuss (25mins).
2. During video viewing, each student will be provided with soil, a seed, and a cup to plant their own trees.
3. After the students have finished with the planting activity, they can share their Plant and The
Environment worksheet and Propaganda Poster with each other or enjoy The Lorax film.
Differentiated Instructions
• The three activities in the lesson addresses the Visual, Kinaesthetic, and Auditory learners in the
classroom
• Ensure a positive, comfortable, inclusive environment is in place
• Accommodate ELL students by grouping them with students with a strong English background
•
•
•
Ensure collaboration and co-operative learning is occurring
Enabling the subtitles when viewing the animated film The Lorax to accommodate the students with
auditory impairments
Allow use of necessary technologies to meet needs of particular students (i.e. use
of computer to do written work or poster)
Assessment
The students will be assessed on the knowledge of content on the Plants and Environment worksheet and the
Propaganda Poster they have created in their groups. The students will also be assessed on participation in the
seed planting process. The type of assessment used will be a Checklist. Use Appendix 3.
Works Cited
Ontario Ministry of Education. (2007). The Ontario curriculum grades 1-8: Science and
technology. Toronto: Queen`s Printer.
Resources
Pratt, H. (Director), Dr. Seuss (Writer). (1972). The Lorax [Animated Film]. USA: The
Cat in The Hat Productions.
Appendix
Appendix 1 – Plants and The Environment worksheet
PLANTS AND THE ENVIRONMENT
HUMAN USE OF PLANT
PICTURE
Example
Medicine
1.
2.
3.
4.
5.
6.
7.
8.
Environmental Sustainability of Plants Sentence
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Appendix 2 – Example of Propaganda Poster
Appendix 3 – Checklist Assessment
Teacher Checklist
Names (Pairs): _____________________
Grade: 3
Date: _________________
Plants and The Environment Worksheet
_____
The student(s) listed eight different human uses of plants and/or positive
impact plants positive impact of plants on the society/environment
with pictures
_____
The student(s) wrote a sentence on a way humans can protect plants and plant
habitats
Names (Group): _____________________
Grade: 3
Date: _________________
Propaganda Poster
_____
The group effectively created an image to raise awareness of negative
environmental impact human activity has on plants and their habitats
_____
The text (slogan) was appropriate and promoted the importance of
environmental sustainability.
Names (Group): _____________________
Grade: 3
Date: _________________
Planting
_____
The student participated in planting the seed and acknowledge the importance
of plants in the environment from this process.