Lesson Topic: Green Alternatives in our neighborhood

Subject area and grade level:

th
5 Grade Science
Materials
Article: CTA electric-powered buses debut
Wednesday from Chicago Tribune
Computers w/ internet access

Standards:
From Next Generation Science Standards
5-ESS3-1 Understanding how science can be used to
protect the Earths resources and environment.
5-LS1-1 Designing a solution to a specific problem

Content Objective(s):
Students will be able to identify ways in which members of a community can both positively and negatively
affect the earth within their neighborhood. Students will also create and share methods of reducing their
neighborhoods carbon footprint through infrastructure changes.

Language Objective(s):
Students will be able to verbally explain an environmental issue in the community along with their solution to
the problem using the key vocabulary. They will also be able to explain their problem solving process.

Key Vocabulary:
Infrastructure
Carbon Footprint
Greenhouse gases
Climate Change

Background knowledge/understanding:
This lesson will come at the end of a science unit which focuses on the effects human kind has had on its
surroundings. This lesson will examine the same topic, but will use a more local focal point. Students will
already have an understanding of the general effects of greenhouse gasses and climate change.

Lesson Elements and Sequence (Be sure to include time estimates)

Anticipatory Set (10-15 min)

Students will enter the room with the desks moved to the side of the room. In the center will be
several pictures of animals and several pictures of habitats. Students will work in groups discussing
which pictures match which animal. Students will then discuss their decisions with the rest of the
class. The instructor will then ask students about the relationship between an animal and its
environment. This should involve questions such as why do these animals like their habitats?. The
instructor should model that an environment is not only where the animal lives, but where it feeds,
mates, and raises its young. The instructor can demonstrate this idea by making to comparison
between the students and their habitats or their homes.

Instructional Input (15 minutes)

The instructor will explain that the relationship between creature and habitat requires that both parties
benefit. The instructor will then discuss information from a previous lesson which showed the effects
that humans have had on Earth. Specifically detailing the ways in which pollution has hurt the planet
since the industrial revolution.

Modeling (20 minutes)

Students will then read the article titled, CTA electric-powered buses debut Wednesday. The
instructor will use this as an example of a way in which changing infrastructure can reduce our
contribution to climate change. The instructor will ask the students what problem are these busses
addressing?. This question will be followed by what other ways to solve this problem could you think
of? The instructor will then give students their assignment for class. Students will have to work in
(heterogeneous mixes of IEPs and ELL) groups of 4, designing their own solution to the problem of
climate change. The solutions should specifically target infrastructure (transportation, parks,
resources, etc.) in Albany Park.

Check for Understanding (15min)

Students will begin their work using several websites such as: epa.gov/students to do research into
common environmental problems and solutions. As students work the instructor should come around
with a check in sheet that has the students write down what their current goal is and what they are
doing to achieve it.

Guided Practice (15 minutes)

After 15 minutes of working, students will finalize both their problem and solution before working on a
way in which to present it. Students may present their final product in a number of ways. A
written article (like the tribune example), a spoken presentation, a written report, or a demonstration
(if possible).

Closure/Culmination (25 minutes)

This may have to take place during the next class period. However, for closure groups will either
present their spoken presentations and demonstrations or briefly summarize their written reports and
articles. After every group has gone, the class will engage in a final discussion of their solutions. This
should be a reflective discussion based around the learning process. It should feature questions such
as what was the hardest part of this assignment? and what did you see from another group that
you liked?

Extensions:
As an extension, students can begin to engineer small scale models of their solution. Students could
also research projects completed by other schools across Chicago and the country.

Assessment/Independent Practice
Students will be assessed based on their final product. The final product is the group problem and
solution presented through a written report, a news article, a spoken presentation, or a
demonstration. Students will be allowed 10 minutes to present their problem and solution.
Regardless of the presentation method, the instructor should be looking for applied knowledge of
climate change as well as a solution that appropriately addresses the problem. .

Adaptations for learners with special needs: Students with IEPs and ELL students should be placed in
groups that will allow them to have the necessary aid from other students, but also allow them to have a roll in
which they can contribute.

Resources
http://www.epa.gov/students/index.html
http://www.chicagotribune.com/news/local/breaking/chi-cta-electric-buses-20141029-story.html