B1.2 Identify actions that can be taken to contribute to a healthy environment.


B2.5 Describe the characteristics of a healthy environment, including clean air and water, and nutritious food, and how a healthy environment enables living things to meet their needs.


B2.6 Describe ways in which living things provide for the needs of other living things.


LESSON EXAMPLE #1


Materials: Te Ting About Bees: A Love Let- ter, chart paper, markers, blank paper, cray- ons/pencil crayons, computer with Wi-Fi


3. Why are bees important? 4. Did anything in the story surprise you?


5. Why is every individual person important?


Action: Consolidation and Reflec- tion (60-75 minutes)


• As a class, walk around the school yard observing the various insects. Record which insects, and how many of each, are seen by students.


• Watch the video about bees without sound https://www.youtube.com/ watch?v=dA05LOfPblY. Aſter watching, record what the students observed about the bees.


• Re-watch the video https://www.youtube. com/watch?v=dA05LOfPblY with sound. Record what the students learned about bees.


Te Ting About Bees: A Love Letter by Shabazz Larkin


Minds On: Scaffolding - Whole Class Discussion (10-15 minutes)


• Ask the students: “Tell us what you know about bees.” Capture their thinking on chart paper.


• Ask the students: “Do you have any ques- tions about bees?” Capture their thinking on chart paper.


• Ask the students: “Draw a picture or pic- tures of your favourite fruits or vegetables”. Add these drawings to the chart paper.


• Remind students that: “When we put all of our ideas together, it helps us understand topics better.”


Action: Classroom Read Aloud (20 minutes)


• Read aloud Te Ting About Bees: A Love Letter.


• Discuss the story as a whole group. Some suggested discussion questions:


1. What are some of the reasons that “bees can be a bit rude?”


2. What fruits and vegetables need bees to help them grow?


We Are Water Protectors by Carole Lindstrom


Minds On: Scaffolding - Whole Class Discussion (10-15 minutes)


• Ask the students: “Tell us all the ways that we use water at school, at home, and in the community.” Capture their thinking on chart paper.


• Review how important bees are to helping fruits and vegetables grow so that we can eat them.


LESSON EXAMPLE #2


Materials: We Are Water Protectors, chart paper, markers, blank paper, crayons/pencil crayons


Action: Classroom Read Aloud (20 minutes)


• Read aloud We Are Water Protectors. • Discuss the story as a whole group. Some suggested discussion questions: 1. Who is telling this story?


2. What are some of the ways that we use water in the story? 3. What does the Black Snake represent? 4. What kinds of things poison water? 5. What can we do to protect water? 6. What is the message in this story?


Action: Consolidation and Reflec- tion (45-60 minutes)


• As a class, discuss all the ways we can conserve water at school and at home.


• Develop a class “pledge” listing the ac- tions that we can take to reduce water consumption. Refer back to the chart paper during the “Minds On” activity. Te students can participate in the writing of the pledge and then they can add their names to the pledge. Examples include turning off the water while brushing your teeth, reusing your bath water to water plants, taking quicker showers, re-wearing clothes that are still clean (not washing clothes every day), reusing your towel to dry off until it is dirty, using a special reusable water cup or water bottle at home for water so, you don’t have to wash all the time, drinking cold water from the fridge instead of running the tap until the water turns cold, eating more local fruits and vegetables, bringing a reusable water bottle to school, etc.


• Engage in regular conversations about the pledge and the actions that you are taking and actions that you might consider add- ing to the pledge.


• Discuss the challenges and successes that you are experiencing.


• Share the learning with another class or classes to inspire them to take action.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 41


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