Lesson

Title/Focus

Caring for our Air/ Water

Date

December 3, 2014

Subject/Grade
Level

Social Studies/ Grade One

Time
Duration

40min

Unit

Taking Part in our Community

Teacher

Dustin Pivarnyik

General
Learning
Outcomes:
Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students will demonstrate an understanding and appreciation of how identity and self-esteem are
enhanced by their sense of belonging in their world and how active members in a community
contribute to the well-being, growth and vitality of their groups and communities.
1.1.4

LEARNING OBJECTIVES
Students will:
1. Understand how one person can affect the community we live in
2. Learn ways we can care for our water/air
3. Write sentences and draw pictures outlining the ways they help our community
ASSESSMENTS
Key Questions:
Why do we have to care for our community?
Products/Performances: Worksheet started
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta POS
Bowl
Food Coloring
Cup
Blocks
Worksheets
PROCEDURE
Introduction
Attention Grabber
Big bowl of water
Assessment of Prior
Recap done in first activity
Knowledge
Expectations for
Students must sit quietly on carpet. Students do not touch blocks once
Learning and Behaviour they are placed in front of them
Transition to Body
Have students join on carpet
Body
Learning Activity #1
Recap of Learned Concept
As a class, go over the charts the students created. Talk about each topic
(water, air, vegetation, animals) and go through general points about
each. By doing:
Think- take 20 seconds to think about one concept you learned about in
social studies.
Pair- Find a person next to you, and share your concept with them, and
they will share their concept with you
Share- I will ask a few students to share.
As a class, briefly discuss the four concepts.
Teacher Notes:
Think, Pair, Share- All students may not share to the whole class their
Assessments/
ideas.
Differentiation

Time

Time

5min

Learning Activity #2

Why Care for Water

Have a bowl filled with water. Have students imagine that this bowl of
water is Earths water supply. Ask the students prompting questions.
What does this water look like? Is it clean/ dirty? How full is the bowl
of water?
Now have students imagine scenarios where they may not be treating
Earths water supply very well.
Examples: I left the water running, I flushed the toilet often, I put
chemicals down the drain, I littered near the creek.
For each example the students come up with, have them either A) add a
drop of food coloring to the water or B) Pour a little bit out into another
bowl.
Once a sufficient amount of students have gone, have the students now
look at the water. Explain that if one person hurts the water, you can
barely notice. But what happens when everyone doesnt take care of
the water?
Students can now make observations about the water.

Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Students can come to the front to add food coloring/ take water away.
Assist students to prevent mess.

Why Care for Our Air

Have students imagine that the carpet they are sitting on is the world.
Each of them has a specific role in this world. What is one of our jobs as
citizens?
Hold up a block: Imagine that this block represents pollution on our
earth. Talk about what pollution is, and how it affects the air we
breathe. Now have students imagine scenarios where they may not be
treating the earths air properly.
Examples: I left the lights on all day, I didnt recycle my paper, I drove
instead of walking down the block.
Once a student has a good example of how not to treat the air, have
them place the block on the carpet. Have students get up from carpet,
walk off and look. Ask what students think about the earth now that
there is a little bit of pollution. Now have students sit again on carpet,
and go through scenarios. For each negative scenario, have that student
leave a block of pollution on the carpet. Once a large number of
students have gone, have students again get up and look at the carpet.
What changes can you see?
Talk about how it may not seem like a big deal if one person harms the
air, but if everyone does it, look how quickly our earth feels the affects.

Teacher Notes:
Assessments/
Differentiation
Learning Activity #4

5min

5min

Let each student have a chance to place a block down, even if they all
dont come up with a scenario that harms the earth.

Worksheet
Go over expectations for worksheet. Students must write a sentence on
the lines, talking about what they do to care for the community.
Students must pick 2 of the 4 concepts and write a sentence and draw a
picture.
Have citizen of the week hand out sheets. Talk about where they
worksheet will be glued in the social studies books.

15-20min

Closure
Consolidation of
Learning:
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Done in worksheet

Time