Poseidon's Protectors to the Rescue (6-8)

6, 7, 8

The purpose of the lesson is to teach the difference between myth and reality and that stewardship of the Earth’s resources is the responsibility of everyone. The learners will also use the information used in the watershed unit to write a letter supporting stewardship of water because it is a nonrenewable resource.

PrintTwo forty-five minute class periods
The learner will:
  • tell the story of Poseidon.
  • write a letter to Poseidon concerning good stewardship of their local watershed.
  • tell in their own words the difference between the literary term, myth, and reality.
  • A bookof Greek myths including the story of Poseidon to read aloud (See Bibliography for suggestions)
  • Drawing paper and markers
  • Poster board
  • Paper and pencil
  • Overhead projector, chalkboard, or dry erase board
  • d'Aulaire, Ingri, d'Aulaire, Edgar Parin. D'Aulaires' Book of Greek Myths. Delacorte Books for Young Readers, 1992.
    ISBN-10: 0440406943 ISBN-13: 978-0440406945
  • Evans, Cheryl, Anne Millard, Rodney Matthews. Usborne Illustrated Guide to  Greek Myths & Legends. Usborne Publishing Limited, 2003. ISBN: 0794504558


  1. Anticipatory Set: Read the story of Poseidon and/or share information about the Greek god.

  2. Tell the learners that Poseidon is a mythical being created by the Greeks to explain their natural surroundings. Because of the storms at sea, it was often thought that Poseidon was an angry god.
  3. Ask: What do you think might anger Poseidon today? (water pollution)
  4. The Greeks thought of Poseidon as a fighter. What causes might he fight for today? (clean water)
  5. Ask learners to be a member of “Poseidon’s Protectors.” (Explain the meaning of the word Protectors as it relates to this activity: They are the “good guys and gals” in the group and their goal is to protect their watershed.)
  6. Continue with Assessment activity.
Explain to learners that their first task as members of “Poseidon’s Protectors” is to work individually to write a letter to Poseidon. In the letter they will explain why they’ve chosen to join his group to protect the local watershed.They are to tell, in their own words, why this is an example of good stewardship of a nonrenewable resource. (If necessary, review the terms stewardship, and nonrenewable resource.)They will also include three actions that they will take to protect their watershed.Make sure that they know the form of a letter. Tell them to use a persuasive tone in their letter.They should include their position, give support for their position and have a closing to their letter. The learners should also include how they felt being part of Poseidon’s Protectors and taking action to keep the water clean. The rubric for this assignment should include: The writing should be in letter form. The letter should have a persuasive tone. The letter should explain how they are being good stewards of their watershed. The letter should include there actions that protect the watershed. Share their feelings on the activities in this unit.

Philanthropy Framework

  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.11 Identify a corporation's responsibilities to its community.