I. OVERVIEW

LESSON TITLE: Environmental News: Recycling Our Trees

LESSON SUMMARY: Students will learn the importance of reusing materials and finding a way to repurpose materials into art. Students will be introduced to information in relation to trees and their impact on the environment. Student will explore the works of Sal Villano by creating a newspaper tree based on a selected real or fantasy environment.

TEACHER(S) NAME: Katelyn Liepins & Michael PierceGRADE LEVEL/CLASS NAME: 7th Grade CLASS SIZE: 14CLASS TIME/DATE: 40 Minutes 3 Days/week 8 Session(s)

A. BIG IDEA (UBD): Environment

B. ENDURING UNDERSTANDINGS (UBD):Environment is the external surroundings in which a plant or animal lives, which tends to

influence its development and behavior. As humans, every action we participate in has either a positive or negative effect on our surrounding environment. Recycling is a way humans can reduce the amount of trash created. Specifically recycling paper can help us waste less trees. Trees increase the quality of life for humankind by bringing natural elements and wildlife habitats into urban setting. Also, trees add value to our environment by providing oxygen, improving the quality of the air and aiding in the conservation of water. Whether we realize it or not, trees play a huge role on the planet so it is important to spread knowledge about conservation. Being able to understand the impact of humans on the environment will help to create awareness and promote critical thinking about how students can develop positive changes for our future generations.

C. ESSENTIAL QUESTIONS (UBD):● What is the environment?● Why is the environment important?● How do humans have a negative impact on our environment/trees?● What changes can we make within our own community to improve the environment?

D. BACKGROUND INFORMATIONThe students will have a previous knowledge of tempera paint and how to apply it with a brush.

The students will also have the basic idea of constructing three-dimensional forms from previous art

classes. We will be expanding upon their current knowledge of sculpture by using recycled newspaper to create three-dimensional objects. A mixed media element will also be added which may be a new concept for some. As a whole, the class is expected to complete their projects on time and behave in a respectful manner toward the instructor as well as their peers.

E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT1. MATERIALS/EQUIPMENT:

● Newspaper● Elmer’s Glue ● Hot glue● Hot glue gun● Electrical outlet● Masking Tape● Tempera Paints● Paint Brushes of a small and medium size● Pencils● Felt● Fabric● Beads● Containers for Paint● Containers for Water● Scissors● Balsa Wood Sticks● Mat Board cut to 5” x 5”● Manila Envelopes ● Leaf cutouts ● Markers● Large brown paper sized 2’x 4’● Yarn● Beads● Glitter● Pompoms● Rafia● Spider web material● Fabric scraps● Felt● Tissue paper● Aluminum foil● Students may bring in outside materials for their projects.

2. ROOM ARRANGEMENT: The room will have a normal seating arrangement; two columns split down the middle of the room with three rows of tables sitting two to four students. One table will be in the back of the room down the middle for students to get any materials for the project. This arrangement will be conducive to the

introductory lesson, discussion, and demo. F. VOCABULARY and REFERENCES/SOURCES

1. VOCABULARY:Environment

the external surroundings in which a plant or animal lives, which tends to influence its development and behavior

Upcycling● the process of converting waste materials or useless products into new materials or

products of better quality. Mixed Media

● art that employs more than one material. Form

● An element of art that is three-dimensional and takes up space.● Height + Width + Depth (as in a cube, a sphere, a pyramid, or a cylinder)● Form may also be free flowing.

Assemblage● the technique of creating a sculpture by joining together individual pieces or segments,

sometimes “found” objects that originally served another purpose. Sculpture

make or represent (a form) by carving, casting, or other shaping techniques.

2. REFERENCES:Sal Villano- Artist Website

http://www.salvillano.com/Sal Villano- Small Apple Tree No. 2

II. STANDARDS/OBJECTIVES

A. STANDARDSVisual Art

● 1.1.8.D.1 - Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures.

○ Students will study the works of Sal Villano to understand the significance Villano places on trees and how it applies to our own lives.

● 1.3.8.D.1 - Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

○ Students will use elements such as shape/form to construct a tree sculpture based around the work of Sal Villano. They will have the choice to select a unique environment based

on a provided list or from their imagination.● 1.4.8.A.7 - Analyze the form, function, craftsmanship, and originality of representative works of

dance, music, theatre, and visual art. ○ The student will focus on his or her craftsmanship to create a complete, well presented

piece of artwork.● 1.4.8.B.1 - Evaluate the effectiveness of a work of art by differentiating between the artist’s

technical proficiency and the work’s content or form. ○ Students will write an artist statement throughout the process of the lesson to reflect on

their project and understand the process in creating an artwork.Science

● 5.4.8.G.2 - Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.

○ Students will be exposed to the various issues which effect our trees and the environment while gaining an understanding of how they can help protect the trees and find solutions to such issues.

Language Arts● 3.1.8.D.1 Read grade-level text orally with high accuracy and appropriate pacing, intonation, and

expression.○ Students will read aloud to the class definitions important to this lesson from the

PowerPoint.

B. OBJECTIVES: Students will demonstrate remembrance of the concept of upcycling by defining upcycling as

well as bringing in and using materials that have been recycled within their project. Students will demonstrate an understanding of environment by selecting a fantasy or realistic

environment and producing a tree that would fit into that location. Students will create a tree sculpture by assembling rolls of newspaper into a three-dimensional

form and paint the tree in the style of his or her personal preference. Students will demonstrate evaluation of their material use in association with their tree sculpture

by defending their material choices on their written artist statement.

III. LEARNING EXPERIENCE

A. INTRODUCTION: (Motivational Dialogue)Day 1:

Timing Teacher’s Actions Student’s Response

Before the students arrive, create a large tree using large brown paper. Display it in the classroom to use for the introduction assignment. Also create multiple leaves for students to write a response on. On the side cabinet, pre-roll enough tape rolls for the class to

attach their leaves to the tree.

1 minute Greet students as they enter the classroom. As students enter the room, pass out the leaves to each student.

Students will enter the classroom and take their seats, ready to learn.

3 minutes Propose the question of: “How are trees important?” Instruct students to write on the leaves their answer.

Students will write their response on the leaves.

2 minutes Allow students to go to the side cabinet to pick up a roll of tape and stick their leaf onto the tree.

Students will grab the tape from the side cabinet and walk up to the tree to place their response onto it. When complete students will return to their seats and remain quiet for further instruction.

B. SEQUENCE OF ACTIVITIES/ORGANIZER (Outline Procedures Step-by-Step)Day 1:

Timing Teacher’s Actions Student’s Response

8 minutes Teacher will handout the worksheet for students to follow along with and write down answers to the essential questions as well as important vocabulary words. The PowerPoint will include the vocabulary words:

- Upcyclingthe process of converting waste materials or useless products into new materials or products of better quality.

- Mixed Mediaart that employs more than one material.

- FormAn element of art that is three-dimensional and takes up space.Height + Width + Depth (as in a cube, a sphere, a pyramid, or a cylinder). Form may also be free flowing.- Assemblage

Students will give full attention to the instructor and raise their hands when they want to volunteer information.

the technique of creating a sculpture by joining together individual pieces or segments, sometimes “found” objects that originally served another purpose.

The PowerPoint will also include facts about artists Sal Villano, Gustav Klimt and Dave Rittenger. The works of each of these artists particularly ones including trees will be shown to the students for inspiration. The last slide on the PowerPoint will give the instructions for the project, “to create a tree using newspaper rolls that involves a fantasy environment.”

5 minutes Gather the students at the back table and provide a demonstration for rolling the newspapers. Show step by step process of rolling and gluing. Start at the corner of the newspaper and roll it up slowly. Be sure to keep the newspaper tight throughout the entire process. When you’ve rolled half of the paper, stop and apply a strip of glue down the entire length of the tube. Continue rolling the paper and finish off the small triangle at the end of the roll with some more glue. Also include tips on what not to do such as: don’t make the rolls to big, always start with the paper in a diamond shape, do not roll in the air, do not use too much glue, etc.

Students will gather around the table and remain quiet for the demonstration.

2 minutes Instruct students to return to their seats and practice rolling the paper on their own.

Students will practice rolling and ask questions when needed.

20 minutes Allow students to continue rolling their tree structures. Teacher will walk around the

Students will work efficiently and ask questions if needed.

room and assist when needed.

3 minutes Hand out a manila envelope for the students to put their supplies in, instruct students to write their name on the envelope. Instruct students it is time to clean up.

Students will write their name on the envelope and place all materials into it. They will then place the envelopes in the back drawer labeled period 2.

2 minutes The instructor will return to the warm-up activity and read aloud a selection of the responses the students had written on the leaves until the bell rings.

Students will listen to the responses.

Day 2:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom. Take attendance.

Students will enter the room and sit down ready to learn.

5 minutes Gather students in the back of the classroom for an activity. Have the students practice “tree yoga.” Ask the students to stand in a cluster and ask them how do trees start growing? Allow them to act out the growth of a tree from seed to full growth. Have the students pretend to sway in the wind as trees do during a windy day. One by one call out the names of each student and ask them to go sit down. While you are calling out the names, give a reason as to why each of these trees are disappearing such as: building a house, newspapers, books, building a mall, pollution. Leave one or two children standing in the back of the room. Reiterate that deforestation is making all the trees disappear and therefore depriving us of our natural resources.

Students will participate in the activity.

5 minutes Show the PowerPoint of Students will raise their hands

different types of fantasy trees as well as trees created by artists. On a few of the slides ask the students what materials or mixed media they could use to create an effect of this tree. Example: a Lorax tree from Dr. Seuss, they could use paint and cotton or fabric to create the wispy tops.

and wait to be called on if they have an idea.

10 minutes Handout the artist statement worksheet. Instruct students to answer the first question under Day 2: “What environment have you selected for your tree? Describe what you want the tree to look like when completed.”After answering the questions, the students will have time to sketch what they want their tree to look like on the back of the worksheet.

Students will answer the questions on the worksheet and sketch out their ideas on the back of the worksheet.

16 minutes Students will continue rolling sheets of paper for the remainder of the class period. Instructor will walk around and assist students when necessary.

Students will work diligently on their projects.

3 minutes Instruct students it is time to clean up. Place their trees into the envelopes and return them to the back drawer.

Students will return all materials they borrowed to the proper locations and make sure their projects are stored in the back of the room with their name on it.

Day 3:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom.

Students will enter the classroom and sit down in their seats ready to learn.

3 minutes Teacher will bring in the Terracycle recyclable bucket from the cafeteria to show students. Ask students if anyone knows what Terracycle is. Show students the Terracycle website

Students will raise their hand to volunteer information.

and the products this company creates by upcycling products. Encourage students to use these buckets and place their trash in the designated containers if they happen to bring to school the products Terracycle recycles (Lays, CapriSun, Nabisco, etc.).

31 minutes Allow students to gather the materials to continue constructing their tree using the newspaper strips.

Students will work on their projects diligently using their time wisely.

4 minutes Instruct students it is time to clean up. Make sure all materials get returned to the proper locations and the store their tree sculptures in the right locations.

Students will clean up all materials and make sure they return the materials and projects to the correct locations.

1 minute Ask the class to share one piece of information they learned from the movie.

Students will raise their hands to share their answers.

Day 4:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom.

Students will come into the classroom and take their seats prepared to work for the day.

29 minutes Allow students to set up materials needed to work that day. The students should be finishing up the newspaper strip construction and beginning to paint.A demo will be given on painting to ensure they know what is expected – and to ensure they are careful and neat. Also during the demo talk about value and how to create lighter or darker colors. During the demo show students how to create patterns on their tree. For example, polka dots using the back of the paint brush, colored

Students will gather materials and work diligently for the remainder of the class period. Students will also pay attention during the demo and ask questions if needed.

stripes, and how to dry-brush paint onto the tree to create texture. Remind students that the base coat of paint should be opaque and the text and images from the newspaper should not show through.

10 minutes Instruct students it is time to clean-up. Remind students to clean out their paint trays as well as their paint brushes. Properly return materials to their correct locations and store projects in the designated areas.

Students will clean up their materials and make sure their workspace is clean before they leave.

Day 5:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom.

Students will come into the classroom and take their seats prepared to work for the day.

5 minutes Teacher will pass out the artist statement worksheets and instruct the students to answer the question under Day 5: “How has your original idea changed since the beginning of the lesson? What are the difficulties you’ve had making the tree?”

Students will respond to the question.

24 minutes Allow students to gather materials to work for the remainder of the class period.

Students will gather the necessary supplies to work on their project for the day.

10 minutes Instruct students to clean up materials. Remind students to clean out their paint trays as well as their paint brushes. Properly return materials to their correct locations and store projects in the designated areas. Remind students to begin thinking about what materials they want to bring in to enhance their tree.

Students will clean up their materials and make sure their workspace is clean before they leave.

Day 6:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom.

Students will enter the classroom and be prepared to work.

31 minutes Allow students to gather materials to work for the remainder of the class period.

Students will gather the necessary supplies to work on their project for the day.

9 minutes Instruct students to clean up materials. Remind students to clean out their paint trays as well as their paint brushes. Properly return materials to their correct locations and store projects in the designated areas.

Students will clean up their materials and make sure their workspace is clean before they leave.

1 minute Encourage students to bring in materials from home to use to decorate their tree.

Students will think about bringing in found objects from their home.

Day 7:

Timing Teacher’s Actions Student’s Response

1 minute Greet students as they enter the classroom.

Students will enter the classroom and be prepared to work.

31 minutes Allow students to gather materials to work for the remainder of the class period. Remind students that they are allowed to use materials they brought in from home to add to their projects.

Students will gather the necessary supplies to work on their project for the day.

10 minutes Instruct students to clean up materials. Remind students to clean out their paint trays as well as their paint brushes. Properly return materials to their correct locations and store projects in the designated areas.

Students will clean up their materials and make sure their workspace is clean before they leave.

Day 8:

Timing Teacher’s Actions Student’s Response

Before class begins arrange the room in a “U” shape to allow a more intimate environment for the class discussion at the end of the period.

1 minute Greet students as they enter the classroom.

Students will enter the classroom and be prepared to learn.

6 minutes Teacher will distribute the artist statement worksheets and students will answer the question under the final day: “Are you happy with the final sculpture? What is one thing you learned from this project?”

Students will answer the final question on their artist statement worksheet.

20 minutes Allow students to finish their projects and tie up any loose ends on their sculpture.

Students will work diligently for the time allowed to finish their projects.

3 minutes Instruct students to form a snake line and circle around the classroom to look at their classmates tree sculptures.

Students will walk around the room and observe the work of their classmates.

10 minutes Propose a class discussion including a few questions such as:1. How has your thinking of sculpture changed from the beginning of the process?2. What were some challenges you faced while making the sculpture?3. What did you learn from this lesson?Instructor will reinforce the benefits of recycling and the importance of trees.

Students will raise their hands to volunteer and answer.

C. CLOSURE/CULMINATING EXPERIENCE (Sharing & Reflecting)Day 8:

Closure● Teacher

○ Will point out particular qualities and successful techniques accomplished in students’ sculptures.

○ Reflect on the initial objectives of the project and identify how students used them in their work.

Class Critique - Walking Tour1. Display tree sculptures on the student tables to observe and evaluate others works.2. Teacher should lead a class discussion, provide questions for students to reflect and give input:

i. Does the artist’s personality come across in their work?ii. Do you think this work of art is successful? Ideas on how to improve the work?

iii. How has your thinking changed from the beginning of the process?iv. How do humans have a negative impact on the environment?v. What changes can we make within our community to improve the environment?

3. Artist’s Intentions:i. What were the challenges they had making the sculpture?

ii. What was your initial goal? How has it changed through the process?4. Artmaking Process

i. What challenges did the artist have?ii. What did they learn in its creation process?

5. Final Thoughts from Teachera. Reinforce the educational elements of the lesson: why are trees important, how can we

protect them.b. Overview of what students should take away, art related and information on trees.

D. ADAPTATIONS/MODIFICATIONS1. The IEP will be reviewed for each student and adaptations will be made accordingly. 2. Modifications for ESL Students:

- At the beginning of the class, give these students the instructions/any handouts for the lesson in their native speaking language. This will insure that the student fully grasps the projects, and will prevent any problems with miscommunication before they occur.

- If the student is not participating, give them the opportunity to talk one on one in private about the lesson or email you after class so they are able to use an online translator.

- Whenever possible, pair the student up with another student who is willing to help out or maybe speaks the same language they do.

- Whenever possible, use visuals and diagrams to relay messages to the student. 3. Modifications for students with Attention Deficit Disorder (ADD):

- Keep instructions simple, no more than three instructions given at a time- Use preferential seating, sea student away from the windows or the doorway. - After completing the demonstration for the entire class, go back to the specific student’s

desk and repeat the demonstration instructions in simple steps.

- Have paint colors already poured for the student.- Create a checklist for the student to stay on task. - Alert attention with the phrase, “This is important. Listen carefully.”

4. Modifications for Gifted and Talented students:- Allow students to complete more research on artist Sal Villano.- Ask the student to write a few paragraphs about what they learned about Sal Villano

and his work.- Provide the necessary materials for the student to create another tree using a different

fantasy environment. In the classes you may be teaching you have a bit of ADHD/ADD, some SLD (specific learning disability) – those mostly require extra time, written instructions as well as verbal, frequent reviews/reinforcement of behavior/work. Other than that, pd 1, 3, and 2 on day 2 are all your typical middle schooler.

IV. LESSON ANALYSIS

A. STUDENT ASSESSMENT● Pre-assessment: Students will be pre-assessed on day one through a presentation and discussion

about trees and their significance to our environment.● Formal assessment : Students will be assessed formally through a rubric sheet.● Summative assessment : Students will be assessed at the end of day SEVEN during a Walking

Tour, discussion, and artist’s statement throughout the process.

Criteria/Objective Exemplary (3) Satisfactory (2) Needs Improvement (1)

Students will demonstrate remembrance of the concept of upcycling by defining upcycling as well as bringing in and using materials that have been recycled within their project.

The student clearly defines the concept of upcycling in their own words and presents several examples of upcycled materials. The student displays exemplary knowledge of subject through discussion.

The student displays satisfactory understanding of upcycling by bringing in a few materials. Student attempts to define upcycling and attempts to relate it to an example.

The student displays a lack of understanding of the subject of upcycling during the discussion. The student cannot or does not contribute to the discussion or bring in materials. The student cannot or does not define ecology or present at least one relative example.

Students will demonstrate an understanding of environment by selecting a fantasy or realistic environment and producing a tree that would fit into that location.

The student is able to define what an environment is by brainstorming a fantasy or realistic environment to create a tree from using exemplary imagination.

The student attempts to define what an environment is but may not produce a fantasy or realistic environment to create a tree. Used some imagination based on provided examples.

The student does not attempt to produce a fantasy or realistic environment and makes no effort to develop a theme. Needs support to develop ideas.

Students will create a tree sculpture by assembling rolls of newspaper into a three-dimensional form and paint the tree in the style of his or her personal preference.

Student applies their materials in both a creative and cohesive manner to create their tree sculpture. The student’s chosen fantasy or realistic environment

Student shows effort to create a creative and cohesive tree sculpture. The student’s chosen fantasy or realistic environment is well

Student does not attempt to or cannot create a tree sculpture using multiple mediums. The fantasy or realistic environment created is not recognizable.

is easily recognizable. represented.

Students will demonstrate evaluation of their material use in association with their tree sculpture by defending their material choices on their written artist statement.

Student takes creative risks in their use of materials. The student is easily able to justify their choice of mixed media materials with explanations in their written artist statement.

Student shows some effort toward creative risk taking and uses more than one medium. The student showed some difficulty articulating why they chose to use their particular mixed-media materials but makes a conscious effort.

Student cannot or does not attempt to take creative risks or follow directions. the student cannot or does not attempt to articulate why they used their chosen mixed media materials in their written artist statement.

Craftsmanship The student’s tree sculpture is represented in very clean and precise construction.

The student’s tree sculpture is well represented and the construction of the tree has very few flaws.

The construction of the student’s tree is messy.

Total Points or Grade:

Teacher Comments:

B. SELF-REFLECTIONKatelyn - When planning out this lesson I was not sure of the capabilities of 7th graders and

therefore underestimated their coordination skills of rolling the paper tubes. The students worked much faster than I had anticipated. Just the opposite goes for the painting portion of the lesson. I assumed the students would need one day to paint their tree with the base coat, but many of them needed almost two full class periods. After these time over/under calculations I learned that you need to be flexible when teaching your lesson and be prepared to move on with the next step in a quicker manner or allow your lesson to extend a day longer if the students aren’t moving at a fast enough pace. The most challenging part of this lesson was developing hooks or intros for each day. With the class period being only 40 minutes, a hook for each day seems unreasonable. The students were always so eager to come in and get started on the “fun stuff” or their project and not have to sit through a quick introduction. I was surprised at how different each of the student’s trees turned out so far. We gave the students some examples of fantasy or realistic trees they could create and many of them did not even choose from the list, they used their own imagination and creativity to come up with their own environment which I thought was great! Some students even brought in their own materials to add to the tree which was a surprise as well. An area that we quickly learned needed improvement was the gathering and cleaning up of the supplies. At first we allowed all the students to get the supplies at once, but we quickly learned this became a crowded mess and wasted time. The next day we assigned different areas of the room to gather different supplies so there was never a build-up of students in one area. The same goes for clean-up, after learning that students were being inefficient when the whole class was trying to use the sink; we then assigned certain tasks to each student (ex: brush clean-up, return the glue bottles to the bin, desk clean-up, etc.). I think we were successful in teaching the students about the environment and upcycling especially when we introduced the company TerraCycle. I was surprised that the school participates in the different product brigades the company has. But I was even more surprised the student’s had no idea what these collection bins were for. I feel accomplished in that aspect the most that the students will now use these collection bins and get excited that they are not only recycling but also upcycling these products that would have normally ended up in the landfill. As of right now (the lesson is still being taught), I think the students are accomplishing what we have set out to teach them about art and the environment. I am very happy with

the way the tree sculptures are turning out and everyday each student continues to surprise me with their creativity. In the future, I would create a more fun and attention grabbing hook to start off the lesson on day one. If this lesson was taught in the spring, I would also have liked to plant a tree with the class to further state the importance of the environment and how trees effect us all. Overall, I am very pleased with the student’s work and this lesson and look forward to teaching it on my own one day.

Michael – It’s difficult to know the capabilities of seventh grade students having never taught a lesson before. Katelyn and I went into it trying to develop a project that we’d enjoy if we were seventh graders. But actually making the lesson be successful is an entirely different thing and extremely challenging. There is so much that has to go into planning out the lesson, and no matter how you plan, you can never know how the days will lay out. Our lesson plan had to be adjusted daily because there was no way to anticipate how quickly or slowly the students would work each day. The most enjoyable part of teaching the lesson for me was connecting with the students, seeing how their minds worked, learning what caught his or her attention and their development of the project to its conclusion. Seventh graders are an interesting mix…mostly high energy in different phases of puberty; they continue to develop their personal identities, whether strong or more reserved. A large part of teaching at that level is maintaining an order and structure for them to follow. It was important for us to set the tone early, making the students know they would not get away with anything. There were definitely areas that I realize I need to improve as a teacher. Katelyn is a huge help in identifying the little details that I may overlook, and it is important to put the time in focus on the things one may not normally consider. I also know that I must continue to work on my presence in front of the classroom. I still have a tendency to stumble over my words when I’m nervous, and absolutely have an issue with shaky hands during demonstrations. That is a larger issue I will continue to work on but know the more experience I have, the more comfortable I’ll be. But students seemed to respond well to the lesson and overall project. Reinforcing the importance of environment through our daily hooks has given students a deeper understanding of the responsibilities humans have on the world around them. The Terracycle part of our lesson was a huge part of students being able to comprehend how the arts and the environment can create something original sets a positive impact on our future. I would say that this lesson has been very successful and in both knowledge gained and the project making. Ms. Durr’s 7th grade uses the theme of community and environment throughout the year, and I would say that this lesson has followed these two themes to educate students and taught them the significance of trees and their roll on the environment and also how the community can successfully sustain a healthy environment for the future. This lesson is easily adaptable for both upper and lower levels with adaptations in the tree making. Any future modifications would be to focus more on the daily takeaways and how students can learn to apply objectives in their own lives.

V. Teacher Example of Artwork , handouts, worksheets, etc.

●

Terracycle PPT

●

● Lorax Movie Clip

● Worksheets