TCNJ Lesson Plan

Climate Change Read Aloud

Student Name: Kristen Gombas

Grade Level: Pre-K - K
Guiding and/or Essential Questions:
What is climate change?
What actions cause climate change?
What are ways to stop climate change?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
This lesson would best be done after some environmental issues have been discussed, but
it is not necessary. Pre-K students will not be familiar with climate change, but some
Kindergarteners might be.
Standards:
NGSS:
-

K-ESS2-2 Earth's Systems: Construct an argument supported by evidence for how plants
and animals (including humans) can change the environment to meet their needs.
K-ESS3-3 Earth and Human Activity: Communicate solutions that will reduce the impact
of humans on the land, water, air, and/or other living things in the local environment.

Common Core:
- CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions
about key details in a text.
- CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship
between illustrations and the story in which they appear
- CCSS.ELA-LITERACY.W.K.1: Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or the name of the book they
are writing about and state an opinion or preference about the topic or book
NJ Preschool Standards:
- 5.4.4 Demonstrate emergent awareness of the need for conservation,
- recycling, and respect for the environment
- RL.PK.1 With prompting and support, ask and answer key elements in a familiar story or
poem.
- RL.PK.7 With prompting and support, using a familiar storybook, tell how the
illustrations support the story
- W.PK.2 Use a combination of drawings, dictation, scribble writing, letter-strings, or
invented spelling to share information during play or other activities

Learning Objectives and Assessments:

Learning Objectives
Students will list ways humans are causing
climate change.

Students will present solutions to reduce the

effects of climate change.

Assessment
Students will recognize the causes of climate
change by using examples from the book.
Teacher will assess for correct responses
supported by the text.
Students will present a solution to reduce the
effects of climate change by completing the
dragon worksheet.
Teacher will assess for correct solution and
completed worksheet by reviewing students
work.

Materials/Resources: (List materials, include any online or book references and resources)
- The Trouble with Dragons by Debi Gliori
- Dragon worksheet
- Crayons
Plan for set-up/distribution/cleanup of materials:
The book and discussion questions will be prepared before the lesson. Pages will be
marked for discussion. Copies of the worksheet will be made, one for each student and some
extra. The worksheets will be passed out after directions are given. Crayons will be put on tables
or students will use their own. The paper will be collected at the end of the lesson, and students
will assist with clean up.
Step by Step plan (numbered):
Part 1: Read Aloud
1. Students will be called to the rug for a read aloud. They will be told that all actions have
consequences. We are going to be looking at how these dragons are acting and what it
means for their earth.
2. On the second page, students will be told to look at the picture and talk about what they
notice about what the dragons are doing and if it is good for the earth. Students should
use the picture to support their answers.
3. Climate change should be brought up on the page with the melting ice. I will talk about
how all the hot air gets trapped and makes the earth hotter. Climate change is when the
earth gets hotter. Students will repeat the word and definition. They will be asked what
will happen if the ice keeps melting.
4. On the poor dragons pages, students will be asked what the dragons are feeling and
why.
5. On the page with the animals on the ice, the students will be asked how the animals are
feeling now that the ice is not melting. Once the dragons start making better choices, the
earth will start feeling better.

6. When the final page is read, I will explain that humans are doing the same things dragons
are doing. We are causing the ice to melt by making messes, cutting down trees to build
buildings, and sending a lot of hot air and gas into the air. Students will be asked what it
is called when the earths temperature gets hotter. Then, they will name some ways we
can make better choices like the dragons.
Part 2: Activity
1. The students will be told that they need to help the dragons keep the earth clean and
healthy. They will each come up with a way to help slow climate change. If needed, I will
do a quick repeat of the book or ask students for ideas. They will each be given a
worksheet with a dragon and the phrase My dragon will. They must write what their
dragon is doing and then add some details to the dragon to show what it is doing.
2. Students will return to their seats and the worksheet will be passed out. Kindergarten
students should write their words first, but preschool students should draw before writing.
3. As the students are working, I will observe and offer advice. Students who are struggling
with ideas will be shown the pictures in the book.
4. The clean-up song will signal when it is time to stop working. If there is time, students
will meet on the rug to share what their dragon is doing. If not, the papers will be
collected and hung up.
Key Questions (that you will ask):
-

What are the dragons doing in this picture? What do you notice? Is the earth happy? How
can you tell?
What happens when the ice keeps melting?
How are the dragons feeling? How can you tell?
How are the animals feeling now that the ice isnt melting? Why?
What does it mean when the earths temperature gets warmer?
What are ways we can help our earth feel better?

Logistics:
Timing: 40 minutes
Part 1: 20 mins
Part 2: 20 mins
Transitions:
After the read aloud, students will stand to stretch, then sit back down for directions.
When time is up for the activity, students will be signaled to stop with the bell or another familiar
sound. Students will clean-up and meet at the rug for next instructions.
Classroom Management:

During the read aloud, students will be given reminders for attention. Students may be
moved around during the reading. Attention will be gained through the use of the bell or other
sound. Students who finish early may complete another one.
Differentiation
Seating for the read aloud may be predetermined based on each students needs. Students
how struggle with attention will be placed closer to the book. Students with fine motor needs
will be given their pencils that assist with grip. Letters for the writing may first be written by the
teacher then traced by the student. If students struggle with ideas on what to draw and right, they
may look at the books pictures for ideas. Prompting from the teacher can occur if needed.

Name______________________________________________________________________

My dragon will
_______________________________________________________________

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