GRADE: Fourth

CONTENT STANDARD: Environmental Science

CONTENT TOPIC: Environmental Education

CONCEPT: Each individual impacts the environment.

CONTENT OBJECTIVE: 4I4.00 To understand the relationships between the individual and the environment

INSTRUCTIONAL OBJECTIVES: The learner will:

4.01 relate some ways the environment impacts the individual.
4.02 relate some ways the individual affects the environment.
4.03 discuss how man and wildlife are subjected to the same conditions.

I. Environment impacts individual
II. Individual affects environment
III. Condition affecting man and wildlife
IV. Web of life

TN COMPONENT OF SCIENCE: Habits of Mind

TN GOAL:

To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.

HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.

3.1c The desire to understand the natural environment and to predict the course of natural events is universal.

BENCHMARK: Curiosity and interaction with the environment compel people to question and explain events that influence their lives.

3.1d The growth of scientific knowledge and most technological advances have resulted from the work accumulated over many centuries by men and women in every part of the world.

BENCHMARK: Scientific contributions and advances continue as a result of work done by people from different cultures and backgrounds.

TIME REQUIRED:

Two instructional periods

Project Wild (elementary level), magazines and newspapers, pencil and paper, slates, chalk

Today we will consider some of the ways man and the environment affect each other. On your slate briefly give an example of or draw a simple illustration of an example that you are familiar with. Share your ideas.

(Write the word environment and man on the board in a T chart. Set up a bulletin board display of pictures showing man and his influence on environment. Through class discussion, students define environment as everything around us, both living and non-living. Discus the environment's impact on man, through climate, weather, air pollution, noise pollution, and water pollution by using the T chart to record information. Discuss man's impact on environment, writing responses on board, through domesticating animals, farming techniques, hunting, dumping toxic waste products, dumping garbage, cutting trees, man's social interests and actions, man's political actions, recreational interests. In discussing the points under each main topic ask why and how these changes will affect/have affected the inter-relationship between man and his environment.)

Nature has the ability to maintain balance within itself. Most environmental problems are caused by people interfering with this balance. People's lifestyles directly affect their immediate environment and indirectly affect environment as a whole because of nature's interdependence. The choices that we make about our lifestyles and our environment control our future. The technology and knowledge are available to allow people to manage the environment without destroying it. However, long-term environmental benefits are often overlooked when short-term economic gains can be realized. The key to making sound choices for the future is to weigh both the costs and benefits of decisions carefully, not only in terms of dollars, but in terms of its effect on the quality of our lives.

(Ask students to write a paragraph describing their own lifestyles. Help students get started by suggesting they include a description of their daily routine or how they enjoy spending leisure time. Encourage them to concentrate on how they do things, not just what they do.)

(Make sure students understand that environment impacts can be positive and negative. Conduct an awareness walk in the school neighborhood. Upon returning to class, discuss what the class might do to improve the environment or lessen the environmental impacts of certain activities. For example, a short-cut through a grassy area might be closed or paved to reduce further damage to the grass. Refuse containers could be installed to reduce litter in another area. Examine newspapers and magazines for articles about environmental issues. Have students evaluate these articles and the environmental impact.

In this lesson we have learned how man influences his environment and how the environment influences man. Write two review questions to share with the class.

(Students will produce a skit on different environmental subjects: water pollution, air pollution, dumping garbage. In the library research environmental subjects/issues and write a report on the subject/issue. Examples are nuclear energy- pros and cons; arson and the cost of arson; dumping of toxic waste; traditional farming techniques vs. conventional farming; gypsy moth; oil spills or use of poisons by man. Create and write an ad campaign pro-con the environmental issue. Examples are nuclear waste and water pollution.) Share the completed projects within the classroom and/or with other 4th grade or younger classes.

This is the time this file has been accessed since 07/01/97.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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