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TCNJ Lesson Plan

Human Impacts Read Aloud

Student Name: Kristen Gombas


Grade Level: Pre-K - Kindergarten
Guiding and/or Essential Questions:
- What ways do humans impact the earth?
- What are actions that impact the earth positively?
- How does gardening help the earth?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students may be familiar with environmental issues. A discussion about various human
impacts, such as deforestation and use of land for resources, should be completed prior to this
read aloud. Students should have a basic knowledge about what a plant needs to grow, and what
we use gardens for.
Standards:
NGSS:
-

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

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.

Learning Objectives and Assessments:


Learning Objectives

Assessment

Students will use the pictures and text to


identify positive and negative human impacts.

Students will use the pictures in the text to


name negative impacts such as dirty air, and
positive impacts such as planting more gardens
and getting people outside.
Teacher will assess for correct identification of
human impacts by engaging students in
discussion.
Students will connect the text to real life actions Students will use the book as a basis for their
by creating a garden in the classroom or school. own garden locations by looking for areas with
little green.
Teacher will assess for suitable location
supported by connections to the book, or
accurate reasons to have an indoor garden.
Materials/Resources: (List materials, include any online or book references and resources)
- The Curious Garden by Peter Brown
- Soil or soilless potting mix
- Seeds (various types including flowers and vegetables)
- Containers (clay or plastic pots, school milk cartons, plastic yogurt cups, egg cartons,
plastic soda bottle bottoms)
- Trays
- Plant markers
- https://www.kidsgardening.org/gardening-basics-indoor-gardening/
Plan for set-up/distribution/cleanup of materials:
The book and questions for discussion will be prepared beforehand. Pages will be marked
for when to pause and ask questions. Planting will occur inside and there should be one container
per student. Directions will be given to students before handing out the materials. Once all
students are in their seats, they will receive their container. Holes should be punched on the
bottom already. Bags or bowls of soil should be placed on each table along with shovels for
students to use. As they are scooping, the plant markers can be passed out. As students raise their
hand, they will be given seeds. When finished, students will place their plant on a tray by the
window and water it.
Step by Step plan (numbered):
Part 1: Read Aloud
1. Students will be called to the rug for a discussion. They will be asked how we change the
earth.
2. The book will be introduced. After mentioning the title and author, the book will be
opened to the first page. Students will be asked to look at the picture and name some
things they notice. Focus on what people are putting into the air, what colors are in the
picture, and if it looks like a nice place to live.
3. I will continue reading the book and pause on the page about gardening. Students will be
asked what plants need to grow, and how Liam can become a good gardener.

4. For the pages without words, the students will be told to compare what they see on these
pages to the first picture of the city. The focus will still be on colors and human actions.
5. On the page Liam is planning for the garden, students will be asked what they think hes
planning. I will discuss that it is important to think ahead and use our knowledge to help
something get better.
6. When the story comes to the page about new gardeners, students will be asked where
they see gardens starting to grow. I will point out the class of children on the bottom of
the page.
7. At the final page, the students will look closely at the picture. They will be asked to name
things they notice. How did the city change? Students should address more plants, less
smoke, brighter colors, and people outside.
8. When the book is finished, I will do a quick review of the story, making sure to mention
that more gardens were created. The students will be asked how Liams decision to make
a garden changed his city. They will also discuss how this helps the earth.
9. As a closure, each student will be asked where they think a garden should be planted in
their town and why.
Part 2: Gardening
1. Depending on the district and school, this part can be done in different ways. For
schools with areas to plant outside, whether large or small, the garden should be done
outside. Like the book says, gardens can be planted in any space with soil. With
approval, I would find an area that can be used to plant a garden. If this is cannot be
done, gardening can be done inside!
2. Students will be told they are going for a walk around the school to look for areas that
would be good for planting. They should think like Liam and look for areas that dont
have much growing.
3. After the walk, students will return to rug and a discussion will be had about what are
some good locations. Students should explain why they think this. I will explain that
we are going to start a garden, and name the (pre-approved) place we will plant.
4. To keep things easy, the plants will be grown inside first. That way we can watch the
plants grow and make sure they get everything they need, like Liam did. I will list the
directions and show they students a model. Each person will get one container. They
will put one scoop of soil into the cup. When they are ready, they should raise their
hand and I will let them pick what they want to grow. It should be limited to about
three seed choices. They will use their finger to make a hole for the seeds, then drop
two or three in. When this is done, they will receive a plant marker and be instructed
to write their name and what plant they are growing.
5. All the plants will be placed on a tray near the window. A watering can or some other
bottle of water can be kept there to water their plants after they place them down.
Throughout the weeks, students will observe their plants and how they are growing.
When the weather is right and the plants have had time to grow, the outdoor area
should be prepared. Students will take their plant and plant it in the new garden.
Key Questions (that you will ask):
-

What do you notice in the first picture? What colors do you see? What is being put into
the air? Are there a lot of plants? Would you want to live here? Why or why not?
What do plants need to live and grow?

How do you be a good gardener?


What do you notice in these pictures? What is the same or different than the first page?
What is Liam planning? Why is it good to plan ahead?
Where are gardens starting to grow?
What is different about this last picture of the city? What colors do you see? Is there still
smoke? Are the people inside or outside?
How did Liams garden change his city?
Where would you plant a garden and why?

Logistics:
Timing:
Can be done all on one day, or two 30-40 minute periods.
Part 1: 20-30 minutes
Part 2: 30-40 minutes
Transitions:
Students will be called to the rug for reading, and be told to stand on the border to wait
for their name and spot to be called. When the read aloud is over, students will stand for a quick
movement activity. They will be seated and given directions for the next activity.
Students will be reminded to walk quickly through the halls on the way outside. Back in
the classroom, they will be told to take a seat on the rug. After the directions, students will be
dismissed to their seats by table or by who is sitting nicely. Any students who finish planting
early may get a book and read silently. After everyone has planted, students will be told to freeze
and put all materials away.
Classroom Management:
Students will be given reminders to focus when needed. If too out of control, they will be
asked to sit out until they are ready to return. Any students misbehaving outside will come walk
next to the teacher. The class will be told that if they are too out of control, we will go right back
inside. Familiar songs and attention grabbers will be used when needed. While planting, students
will be reminded that gardeners are gentle with their plants. If they are too rough, they are
showing me they are not ready to plant.

Differentiation
Read aloud seating arrangements should be made beforehand, making sure students are
sitting in spaces that will make sure they are focused. The names of the plants will be written on
the board for students to copy. Any student who needs help writing will get it, or the name and
plant will be written for them. Students can also write their name on the container since theres

more room. Students can also have assistance scooping soil. For younger students, it may be a
good idea to have the soil already in the containers and just have students put in their seeds.