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Environmental Injustice Unit – Lesson 1
8, 7, 6
Title – Environmental Injustice Unit – Reporting the Facts,
Lesson 1 – Research the Topic
By – Lisa Bachman
Primary Subject – Language Arts
Grade Level – 6-8
Reporting Environmental Injustice Unit Contents:
- Lesson 1 – Research the Facts (below)
- Lesson 2 – View the PowerPoint
- Lesson 3 – Go on the WebQuest
- Lesson 4 – Create the Television Newscast
- Lesson 5 – Make the Presentation
Utilizing computers and within their groups, students will research the topic, “Environmental Injustice,” make notes, and develop an outline that will be used for their final project.
Language Arts Benchmark W.PS.08.01: Exhibit personal style and voice to enhance the written message in both narrative (e.g. personification, humor, element of surprise) and informational writing (e.g. motivational appeal, strong opinion, credible support).
Create a project (e.g. presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g. graphs, charts, audio, graphics, video) to present content information to the audience.
Learning Resources and Materials:
- Time in the computer lab/Internet Access
- Paper and pencils
- Group with no more than four students
Development of Lesson:
The teacher will open this lesson by asking students the following questions:
- How would you feel if someone from your city came to your home and told you that they were going to build a nuclear power plant right next to your home?
- How would you feel if you had to live right next to a landfill where they dump garbage (amongst other things)?
- In your opinion, who do you think makes these decisions in where plants and landfills are placed within a community?
- Do you think that these plants and landfills can be dangerous to people? In what ways?
Introduce the students to the concept: Environmental Injustice. Inform the students that they will be divided into groups of four. They will then have to gather factual information on environmental injustice and develop an outline that will later be used for their final project. Students will be given ample time to work in the computer lab and can also utilize their home computers if necessary.
Students need to be given time to work in the computer lab to gather their information. Allow time within the classroom so that students can talk over the information they collected and decide what information they will use and what information they will discard.
Students with special needs will be placed into groups that will already have four students. In this way, special needs students will not have to take on a role all on their own, but can be actively involved in each role in order to remain a part of the overall project. Assessment/Evaluation: Teachers should create a form (excel, etc.) that has a list of student names where he/she can keep a record of the steps that students are responsible for throughout this unit. Instead of giving a letter grade, teachers can make a check after each group of students shows their research as well as their outline.
Discuss with the students that collecting this information and creating an outline is the first step of a unit titled “Environmental Injustice”. You can also include that this unit will allow them the opportunity to use many forms of technology.
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