Environmental

Awareness and Advocacy

Books to Represent


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Environmental Awareness
The Mess that We Made by Michelle Lord. This picture book discusses the
environmental impact of human made garbage, particularly plastic waste, on ocean
and marine life health. The book captures the environmental disaster known as the
Great Pacific Garbage Patch. The book explains the marine food web and how
garbage impacts all marine life, how fishing effects marine animals and how currents
move ocean garbage. The book describes how humans can correct the mess that we
have made by Recycling, Reducing our consumption and Reusing our goods as well
as through animal rescue and water cleanup efforts.

This book is suitable for grades K-6 to build environmental awareness about humans
behaviours that impact ocean health. Grades 1, 2, 3, 4 and 6 Language curriculum
can be integrated with the following Science curriculums (Grade 1 - Understanding
Life Systems Needs and Characteristics of Living Things, Grade 2 - Understanding Life
Systems Growth and Changes in Animals, Grade 3 - Understanding Life Systems
Growth and Changes in Plants, Grade 4 - Understanding Life Systems Habitats and
Communities, Grade 6 - Understanding Life Systems Biodiversity).

Earth Feeling the Heat by Brenda Z.Guiberson. This picture book explains how the
Earth’s warming climate is affecting animal species worldwide by impacting food
chains, life cycles and habitat health. The question - “Who can Help?” these animals
circulates throughout the book. The answer - “People Can!” . The back matter of the
book provides a kid friendly description of global warming and suggestions for
individuals on reducing energy consumption.

This book is suitable for grades K-6 to build awareness about how human choices
affect the Earths’s climate as well as animal health and survival. Grades 1, 2, 3, 4 and 6
Language curriculum can be integrated with the following Science curriculums
(Grade 1 - Understanding Life Systems Needs and Characteristics of Living Things,
Grade 2 - Understanding Life Systems Growth and Changes in Animals, Grade 3 -
Understanding Life Systems Growth and Changes in Plants, Grade 4 - Understanding
Life Systems Habitats and Communities, Grade 6 - Understanding Life Systems
Biodiversity).

Environmental Advocacy
We are Water Protectors by Carole Lindstrom. Carole Lindstrom is an Anishinaabe/
Métis author who highlights the indigenous led initiatives to protect the Earth’s water.
The book tells the story of an Ojibwe girl who learns about the importance of water as
life giving. The girl learns through storytelling about the Black Snake who will come

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to destroy the water, plants and animals. The Black Snake represents the Dakota
Access Pipeline (underground oil pipeline running from North Dakota to Illinois)
which was constructed in 2016. The book illustrates the relationship and connection
between plants, animals, water and humans. A powerful book that states “We are
Stewards of the Land and We Stand as One” to fight against the Black Snake. The
book is an example of Indigenous rights, Indigenous sovereignty and environmental
justice. This book is being used to highlight Environmental advocacy - to stand
together for clean water and protest resource extraction.

While this book focuses on a United States pipeline example it is comparable to the
2020 Canadian Indigenous protests of the Coastal GasLink pipeline through
Wet’suwet’en First Nation territory in British Columbia. This book can be shared in all
grade levels but best analyzed critically at a junior level. Grade 6 Language lessons
could be integrated with Grade 6 Science curriculum (Understanding Life Systems
Biodiversity) and/or Grade 6 Social Studies curriculum (Heritage and Identity:
Communities in Canada, Past and Present Overall Expectation A2 and A3).

Seeds of Change Planting a Path to Peace by Jen Fullerton Johnson. This is the life
story of Wangari Maathai who grew up in Kenya and was taught by her mother to
respect and honour nature. Wangari had the opportunity to go to school, first in
Kenya and then in the United States where she studied university biological science.
When Wangari returned to Kenya she found that foreign companies had deforested
her home landscape and she decided to plant trees to save the land. Wangari
worked for women’s equal rights and founded the GreenBelt movement in 1977
reforesting Kenya one tree at a time. Wangari won the Nobel Peace Prize in 2004 and
leaves a legacy of Conservation through Action and equality for women and children.
This book is being used as an example of Environmental Advocacy - planting trees to
restore health to the Earth and fighting for equality for women.

This book is best suited for Grade 6 Language and could be integrated with the
Grade 6 Science curriculum (Understanding Life Systems Biodiversity) or with the
Grade 6 Social Studies curriculum (People and Environments Canada’s Interactions
with the Global Community Overall expectation B2).

The Brilliant Deep - Rebuilding the World’s Coral Reefs by Kate Messner and Matthew
Forsythe. This picture book tells the true story of Ken Nedimyer who grew up
swimming and diving in the Florida Keys coral reefs. As the water temperatures
increased Ken noticed that the sea urchins and coral reefs started to die. When Ken
was an adult he operated a live rock farm in the Florida Keys. Live rocks are rocks that
are covered by algae, mollusks, sponges and other invertebrates and they act as

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filters that purify water taking harmful compounds like ammonia and transforming
them into harmless compounds. Ken discovered that Staghorn corals began to grow
on his live rocks and he decided to take grafts of this coral and transplant them onto
other live rocks. Ken formed the Coral Restoration Foundation and he has been
successfully restoring coral reefs through coral reproduction and transplant
techniques. This book highlights environmental advocacy through the action of
rebuilding a delicate ecosystem one coral at a time.

This book could be used for junior Grades 3, 4 and 6 Language and integrated with
the Science curriculum (Grade 3 Science - Understanding Life Systems Growth and
Changes in Plants, Grade 4 Science - Understanding Life Systems Habitats and
Communities, Grade 6 Science - Understanding Life Systems Biodiversity).

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Grade 6 Language Lesson Plan for Oral Communication

Subject: LANGUAGE
Strand: Oral Communication
Overall Expectation
• Listening to Understand 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes.
• Speaking to Communicate 2. use speaking skills and strategies to appropriately communicate with
different audiences for a variety of purposes.
Specific Expectation
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by
adapting active listening strategies to suit a variety of situations, including work in groups.
• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate
speaking behaviour in a variety of situations including paired sharing, small and large group
discussions.
Level: Grade 6

Big Idea/Overarching Question

We can learn about how humans impact the ocean and marine life by actively listening and sharing our
learning with others.
What is the Great Pacific Garbage Patch?
Minds On
Class Read Aloud “The Mess that We Made” by Michelle Lord
Discuss together as a class How does garbage affect marine life. Who creates the garbage?
Teacher can create a class poster showing student answers
Watch the following video together as a class:
https://marinedebris.noaa.gov/videos/trash-talk-what-great-pacific-garbage-patch-0
Ask students to pair and share what did they learn about the Great Pacific Garbage Patch from the
video and from the read aloud.
Working On It
Using Student groups of 4.
Ask student groups to reflect together and prepare an oral presentation that answers the following
questions: (Questions to be posted for easy referral)
What is the Great Pacific Garbage Patch? How is it formed? How does it affect marine life? Does it
affect human health? What can I do to help?
Consolidation/Sharing
Use a sharing circle ask student groups to present their ideas. Encourage full student participation from
everyone. Allow students to present a picture or graphic if speaking to an audience is challenging for
them.
Assessment
Students will be assessed on 1) active listening (are students able to summarize important information
from the read aloud and video), 2) participation and collaboration within their groups, 3) speaking
behaviour (are students able to communicate and paraphrase their ideas).
Home Connection
Student Reflection - What actions can YOU take at home to reduce ocean garbage?

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Grade 6 Language Lesson Plan for Reading

Subject: LANGUAGE
Strand: Reading
Overall Expectation
• Reading for Meaning 1. read and demonstrate an understanding of a variety of literary, graphic and
informational texts using a range of strategies to construct meaning
Specific Expectation
• Extending Understanding 1.6 extend understanding of texts by connecting, comparing and
contrasting the ideas in them to their own knowledge, experience and insights to other familiar texts
and to the world around them.
Level: Grade 6

Big Idea/Overarching Question

What human activities impact water supplies and ocean health?
Minds On
Class Read and Draw Activity “We are Water Protectors” by Carole Lindstrom
Note: students have previous experience with Read and Draw Activity

Watch the following videos together as a class https://youtu.be/h3fcfHgYuZg (this video is narration
and text based and requires students to read along).
https://www.youtube.com/watch?v=o0AOkDpzNBM
Full Class Discussion - about the Read/Draw and videos - student takeaways and learning.
Framing Discussion Question: What human activities are affecting water supplies and oceans?
Working On It
Independent Research: using online resources and books determine 5 specific human activities that
impact water supplies and ocean health.

Prepare a research presentation (google slides, oral story, graphic story, picture story, poster) that will
be submitted to the teacher

SUCCESS CRITERIA: Research Project should include at least 5 human activities that impact water
supplies and/or ocean health with a rationale on HOW these activities affect water (10 marks); Be a
digital or paper presentation (2 marks); Be organized and show creativity (3marks).
Consolidation/Sharing
Class Sharing Circle - encourage students to share at least 1 of their research findings that describes a
human activity that impacts water supplies and oceans (What and How?)
Assessment
Student research Presentation will be marked out of 15 total points based on the Success Criteria above
Home Connection
Reflection Question: What actions can YOU take at school and home to reduce/eliminate your impact
on water supplies and ocean pollution?

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Grade 6 Language Lesson Plan for Writing

Subject: LANGUAGE
Strand: Writing
Overall Expectation
Developing and Organizing Content 1. generate and organize ideas and information to write for an
intended purpose and audience
Specific Expectation
Developing Ideas 1.2 generate ideas about a potential topic and identify those most appropriate for the
purpose
Research 1.3 gather information to support ideas for writing using a variety of strategies and a range of
print and electronic resources
Subject: ART
Strand: Visual Art
Overall Expectation
Creating and Presenting D1. apply the creative process to produce art works in a variety of traditional
two-dimensional forms that communicate feelings, ideas, understandings using elements and principles
of visual art
Specific Expectation
D1.1 create two-dimensional art work that explore feelings, ideas and issues from a variety of points of
view
D1.3 use elements of design (line, shape/form, space, colour, texture, value) in art works to
communicate ideas, messages and understandings
Level: Grade 6

Big Idea/Overarching Question

What is the Anthropocene? Why is Biodiversity important? How can humans reduce our impact on the
Earth?
Minds On
Display the following keywords/phrases - Anthropocene, Biodiversity and Reducing our Impact.
Encourage the students to reflect on these words/phrases and take notes during the video to help their
understanding.
Watch the following video as a class
https://www.youtube.com/watch?v=0Puv0Pss33M
Class Video Discussion: What is the Anthropocene? What is Biodiversity? Why is Biodiversity
important? How can we reduce our human impact on the Earth?

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Working On It
STEP 1: Work independently to create a Green Living List that highlights at least 10 eco friendly
choices YOU can make to reduce your impact on the Earth . Your choices Make a Difference!
Ms Kristie’s Green Living Commitments are found below.
Research can be done online or from other resources - TIP: online word search options could include
green living, eco friendly, environment friendly, enviro conscious, environment safe, eco-conscious.
STEP 2: Integrate ART into this activity by creating a collage of text and pictures that represent your
commitment for Green Living.
SUCCESS CRITERIA: Your ART project should include at least 10 eco friendly choices represented
as text and/or pictures (10 marks); be a digital or paper representation (2 marks); Be colourful and
neatly organized (3 marks); Include at least 2 different elements of design (line, shape/form, space,
colour, texture, value) (2 marks); Be a creative design that represents your commitment to take care of
the Earth (3 marks) .
Consolidation/Sharing
Class Sharing Circle - encourage students to share their Green Living Commitments from Step 1.
Student Artwork will be displayed in the main lobby of the school for all students to view.
Assessment
Student ART work will be assessed out of 20 marks based on the Success Criteria given above.
Home Connection
Our Buying choices/Our Wasting Choices Make a Difference.
Evaluate what you buy and what you waste at home.

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MS.KRISTIE’S GREEN LIVING COMMITMENT
• Hang my clothes to dry

• Use cold water to wash laundry

• Turn out the lights when I’m not in a room

• Use sunlight as your light during the day

• Turn off my taps

• Fix leaky taps

• Bike as much as I CAN

• Buy a fuel efficient or an electric car

• Shop secondhand

• Buy environmentally safe cleaning and washing products OR make my own

• Upcycle and Recycle

• Compost

• ReUSE

• Fix it instead of buying new or putting it in the garbage

• Improve household energy efficiency - replace bathroom and kitchen windows and insulate walls

• Don’t waste food - Eat leftovers

• Eat less meat

• Use wooden toothbrushes and paper based care products

• Don’t buy food packaged in plastic (wrapping, bottles or containers)

• Eliminate plastic bags, plastic bottles and straws

• Shop with reusable bags

• Grow a garden

• Buy local - support local business and growers

• Pickup garbage in the forest. on the street and in the water

• Spend time in nature - Take Pictures and Only Leave Footprints

• Learn my environmental footprint and reduce it

• Think Before I Buy - Think Before I Waste

• Educate myself and others around me such as What happens to garbage? Food Waste, Plastic Waste,
Electronic Waste, Clothing Waste, Following the Recycling trail in my community/in Canada.

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Ms.Kristie’s GREEN LIVING ART (Digital Poster created in Adobe Spark)

Elements of Design used 1) Colour - vibrance to invite the audience in 2) Shape/Form - font
to highlight the impact of our Waste on the environment.

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Grade 6 Language Lesson Plan for Media Literacy

Subject: LANGUAGE
Strand: Media Literacy
Overall Expectation
Creating Media Texts 3. create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions and techniques
Specific Expectation
Producing Media Texts 3.4 produce a variety of media texts for specific purposes and audiences using
appropriate forms, conventions and techniques
Level: Grade 6

Big Idea/Overarching Question

Media has the power to educate people and encourage change
Minds On
Watch the following 2 videos together as a class
https://www.youtube.com/watch?v=JyL58vlbvgw
https://www.youtube.com/watch?v=eRLJscAlk1M
As a class discuss the following questions: How can media influence people? How does media
encourage change? Emphasize that media connects people globally and at any time
Working On It
Note: Students have prior knowledge and experience with designing and producing media. The digital
platform students choose is one that is familiar to them.

This Research project can be completed in small groups (up to 4 people), in pairs or on your own.
Design and produce a media project - webpage, online newsletter, podcast, video, graphic pamphlet,
digital storyboard, digital poster - that focuses on:
1) A specific human activity that impacts the Earth and/or oceans (TOPICS: plastic pollution, food
waste, electronic waste, clothing/textile waste, overconsumption, what really happens to our recycling?)
2) An Action Plan of How We Can Help! Based on 1) Educate yourself and others 2)Advocate (call for
change).
SUCCESS CRITERIA: 1) Choose a research Topic from the following list - Plastic Pollution, Food
Waste, Electronic Waste, Clothing/Textile Waste, Overconsumption, What Really Happens to our
Recycling? 2) Define the problem and Explain the issue within Canada (10 marks) 3) How does this
issue affect the environment - be specific and give Canadian examples (10 marks) 4) Create an Action
Plan - What can be done - What needs to change - How can people help? (10 marks)
A list of websites and resources will be provided for students but they are encouraged to go beyond the
list and expand their search.
Consolidation/Sharing
Class Sharing Circle - Students will present their media projects in class.
Students are encouraged to share their digital work on the school website.
Assessment
Student media projects will be assessed out of 30 marks based on the Success Criteria given above.

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Home Connection
Waste is an issue in Canada and it impacts the environment. Re-evaluate what you buy and what you
waste at home. How are your choices impacting the environment?

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