Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
Standard DP 02. Roles of Government, Business, and Philanthropy
Benchmark E.6 Explain why acting philanthropically is good for the community, state, nation, or world.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark E.2 Discuss the importance of respect for others.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.1 Describe one reason why a person might give or volunteer.
Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.
This lesson will demonstrate to the children that animals need a safe environment just like humans do. They will discover that even small creatures can make a difference in an ocean environment, just like they can make a difference in helping to protect the ocean environment by not littering or polluting the water.
The learner will:
- understand all living things have life requirements.
- compare and contrast what they like and dislike about the oceans.
- develop a class letter to an organization or ocean expert asking how they can help keep the oceans clean.
- demonstrate an understanding of stewardship for the Earth through their letter.
- Book: Do You Know Where Sea Turtles Go?
- Chart Paper for recording likes and dislikes
- Chart Paper for drafting a class letter
- Lowery, Paul. Do You Know Where Sea Turtles Go? PBL Stories, LLC, 2005. ISBN: 0977105997
- Cetacean Society International
P.O. Box 9145;
Wethersfield, CT 06109
- Cousteau Society
http://kids.cousteau.org/ Kid’s Corner
Greenbriar Tower II
870 Greenbriar Circle, Suite 402
Chesapeake, VA 23320
- Defenders of Wildlife; https://defenders.org
- A list of individual State Environmental Agencies https://www3.epa.gov/epahome/state.htm
- This site gives general information about oceans and protection of the environment. There is a free poster available, as well as samples of letters from first graders https://www.epa.gov/laws-regulations/summary-marine-protection-research-and-sanctuaries-act Oceans and Coasts for Children, Students & Teachers
- Oceans and Coastal Protection Division (4504T) https://www.epa.gov/oceans-and-coasts
U.S. Environmental Protection Agency
1200 Constitution Avenue, N.W.
Washington, DC 20460
Anticipatory Set:Begin this lesson by using a compare-and-contrast chart.Label it likes and dislikes.Talk about the ocean environment, and what they like and dislike about it.
Read aloud the book, Do You Know Where Sea Turtles Go? and discuss the needs of these animals. When you finish the book, talk with the children about the different dangers the turtles experienced.
Ask: What do you think other sea creatures do when they encounter these dangers? What happens if ocean animals don’t have a safe environment? What can we do to help the ocean animals live in a safe environment?
Have the children discuss what can be done to help clean up the environment and how to make more people aware of the ocean environment.
Tell the children there are many different organizations working to keep our oceans clean, and we can make a difference by helping our community understand the importance of keeping our oceans clean. (See Bibliographical References)
Make a compare-and-contrast graphic (Venn Diagram) on a display area, and discuss some of the similarities and differences between people and ocean animals, and their need for a clean environment.
Have the children present their dioramas and talk about the different ocean animals or environments they built in their dioramas.
Ask them to add to their daily journals the information that they learned today.
Children will demonstrate what they have learned by writing a class letter to an organization or ocean expert to find out more about what we can do to help clean up our oceans. Tell them that they need to tell the experts that they have been learning about the ocean and the animals that live in it. They must tell the experts three things they have learned in the unit before they ask questions about taking care of the oceans. Teacher Note: Older students can copy the class letter and/or draw a picture to show what they have learned.