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Enviromental Injustice Unit – Lesson 4


Language Arts, Science, Social Studies  


6, 7, 8  

Title – Environmental Injustice Unit – Reporting the Facts,
Lesson 4 – Television Newscast
By – Lisa bachman
Primary Subject – Language Arts
Secondary Subjects – Science, Social Studies
Grade Level – 6-8

Reporting Environmental Injustice Unit Contents:


Students will utilize the class period to complete the following tasks:

  • Decide what role they will play: reporter, broadcaster, behind the scenes, cameraperson
  • Using their outline that they developed in the first lesson, decide what they will include in their television news broadcast.
  • Decide when they will create their video or PowerPoint.
  • Create a timeline in order for everyone to remain on task
  • Provide markers and construction paper to make cue cards

Allow students to use the computer lab if they need to more research time.


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).

Technology Benchmark:

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:

  • Computer accessibility
  • Pencil and paper to take notes
  • Markers
  • Construction Paper
  • Students need to locate a video recorder or digital camera to complete the project. Make sure each group has access to this equipment.

Development of Lesson:


Inform the students that they will have the entire class period to work on their TV broadcast project. Write the objectives on the board that they need to complete in order to get credit for the class period. Do not allow students to waste time during the class period because this will be the only time they will have in class to work together. Otherwise, they will have to meet outside of class to complete the project.


Students will work in their groups for the entire class period.


The teacher can ask each group to show what they were able to get accomplished during the class period. A check can be given to each student who followed directions.


Discuss in detail the steps that each group needs to follow in order to complete their project and get a good grade. Take questions and clarify the assignment if needed.

E-Mail Lisa Bachman!

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