Earth Day Plan Scaffold Earth Day Plan Builder
Station 2: Connecting Your Ideas
Name:
How to Use Sentence Stems
Use the starters below to draft your plan. The words in bold are your connectors—they help you combine a simple action with a reason or a sequence.
Phase 1: Starting Strong
First, my main goal for Earth Day is to...
I want to do this because...
Phase 2: Adding Detail
Also, I can help the environment by...
Reducing waste is important, but it is even better to...
Phase 3: Conclusion
Finally, my plan will succeed if I...
Check your Eco Bilingual Glossary for specific environmental words to use in your plan!
Eco Standards Overview Eco Lounge Standards
Curriculum Alignment: Biology, ESOL, and ELA
Biology TEKS
B.12D
Describe how environmental change can impact ecosystem stability. Students examine human impacts such as habitat destruction and pollution.
B.12F
Describe the role of human activity in maintaining or disrupting biodiversity and ecosystem health.
ELPS (ESOL TEKS)
4G
Reading: Comprehend complex English through shared reading and response (Station 1).
5G
Writing: Narrate, describe, and explain specificity for content area writing (Station 2).
3E
Speaking: Use new academic language in cooperative learning activities (Station 3).
2I
Listening: Demonstrate comprehension by following spoken directions (Station 4).
English Language Arts TEKS
9.1(B)
Oral Communication: Follow and give complex oral instructions to perform specific tasks or solve problems (Station 4: Eco City).
9.1(C)
Oral Communication: Participate in group discussions, listening actively and using newly acquired vocabulary (Station 3: Speaking Game).
9.2(A)
Vocabulary: Use reference resources to determine word meanings, syllabication, and parts of speech (Station 1 & 3).
9.5(G)
Reading: Evaluate details read to determine key ideas and explain how author's language shapes perception (Station 1: Lorax).
9.9(C)
Composition: Revise drafts to improve clarity and sentence effectiveness by combining sentences and using transitions (Station 2: Writing).
9.10(B)
Writing: Compose informational texts using a clear thesis statement and specific evidence (Station 2: Writing).
9.10(D)
Writing: Edit drafts using standard English conventions, including punctuation and capitalization (Station 2: Writing).
"UNLESS someone like you cares a whole awful lot, nothing is going to get better. It's not." — Dr. Seuss
Lorax Reading Activity Station 1: Reading
The Lorax & Human Impact
Name:
Date:
"I am the Lorax. I speak for the trees. I speak for the trees, for the trees have no tongues. And I'm asking you, sir, at the top of my lungs... that thing! That horrible thing that you've made! If you chop down our trees, you will kill our shade. You will kill the birds and the fish in the stream! It's not just a factory... it's a terrible dream! The Truffula Trees are what everyone needs! Plant a new Truffula. Treat it with care. Give it clean water. And feed it fresh air."
Glossary / Glosario
Tongues
Lenguas
Chop down
Talar / Cortar
Shade
Sombra
Stream
Arroyo / Río
Factory
Fábrica
Care
Cuidado
Fresh
Fresco
Need
Necesitar
Cause and Effect
Word Bank: Human Impact
Building a factory Chopping down trees Polluting the water
Cause (Human Impact) Effect (Result) The forest has no shade for the animals. The air becomes dirty and hard to breathe. The fish in the stream become sick.
Use the word bank to complete the table based on the reading above.
Eco Bilingual Glossary Eco Bilingual Glossary
English to Spanish / Inglés a Español
Station 2 Reference
The Basics / Lo Básico
<table class="w-full text-left"><tbody class="divide-y divide-blue-100"><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Environment</td><td class="px-4 py-3 text-slate-600">Medio ambiente</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Pollution</td><td class="px-4 py-3 text-slate-600">Contaminación</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Recycling</td><td class="px-4 py-3 text-slate-600">Reciclaje</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Conservation</td><td class="px-4 py-3 text-slate-600">Conservación</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Nature</td><td class="px-4 py-3 text-slate-600">Naturaleza</td></tr></tbody></table>
Problems / Problemas
<table class="w-full text-left"><tbody class="divide-y divide-emerald-100"><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Climate Change</td><td class="px-4 py-3 text-slate-600">Cambio climático</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Deforestation</td><td class="px-4 py-3 text-slate-600">Deforestación</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Waste</td><td class="px-4 py-3 text-slate-600">Desechos / Basura</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Carbon Footprint</td><td class="px-4 py-3 text-slate-600">Huella de carbono</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Endangered</td><td class="px-4 py-3 text-slate-600">En peligro de extinción</td></tr></tbody></table>
Science / Ciencia
<table class="w-full text-left"><tbody class="divide-y divide-amber-100"><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Ecosystem</td><td class="px-4 py-3 text-slate-600">Ecosistema</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Biodiversity</td><td class="px-4 py-3 text-slate-600">Biodiversidad</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Greenhouse Effect</td><td class="px-4 py-3 text-slate-600">Efecto invernadero</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Habitat</td><td class="px-4 py-3 text-slate-600">Hábitat</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Natural Resources</td><td class="px-4 py-3 text-slate-600">Recursos naturales</td></tr></tbody></table>
Solutions / Soluciones
<table class="w-full text-left"><tbody class="divide-y divide-teal-100"><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Sustainable</td><td class="px-4 py-3 text-slate-600">Sostenible</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Renewable Energy</td><td class="px-4 py-3 text-slate-600">Energía renovable</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Solar Power</td><td class="px-4 py-3 text-slate-600">Energía solar</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Reduce / Reuse</td><td class="px-4 py-3 text-slate-600">Reducir / Reutilizar</td></tr><tr><td class="px-4 py-3 font-bold text-slate-700 bg-white">Protect</td><td class="px-4 py-3 text-slate-600">Proteger</td></tr></tbody></table>
Sentence Connection Worksheet Station 2: Writing
Connecting Ideas for the Earth
Name:
Good writers use connecting words to join short sentences together. This makes the writing flow better and shows how ideas are related.
Connector Word Box
because
so
but
and
first
then
also
finally
Part 1: Combine the Sentences
Humans cut down trees. Many animals lose their homes.
We want to help the Earth. We should recycle our plastic.
Factories make many products. They also create pollution.
Part 2: Earth Day Plan
Write a short paragraph about what you can do to help the environment. Use at least three words from the connector box above.
Speaking Game Guide Station 3: Speaking
"Who Am I?" Environmental Game
Names:
How to Play
Student A holds the Word Box list.
Student B picks a card (don't look!). Put it on your forehead or hide it.
Student B asks questions to guess the word.
Student A answers "Yes" or "No" using the list.
Sentence Stems for Asking
"Am I a ______________ (living thing / non-living thing)?"
"Do I help the environment?"
"Am I a type of pollution?"
"Am I made of ______________?"
"Can people ______________ me?"
WORD BOX
Tree
Water
Air
Plastic
Factory
Recycle
Ocean
Sun
Soil
Animal
Carbon Dioxide
Greenhouse
Solar Panel
Windmill
Earth Day
Pollution
Forest
Habitat
Trash
Conservation
Recording Task
When you finish guessing, use this sentence to record your answer:
"I was _________________, which means _________________."
Speaking Game Cards Speaking Game Cards
Cut these out for Station 3
Tree
Water
Air
Plastic
Factory
Recycle
Ocean
Sun
Soil
Animal
Carbon Dioxide
Greenhouse
Solar Panel
Windmill
Earth Day
Pollution
Forest
Habitat
Trash
Conservation
Eco City Planner Map Station 4: Listening
Eco-City Planner
Name:
Instructions
Listen to the teacher's story about planning a new green city. As you listen, draw the symbols on the map where they belong.
The Symbol Key
windmills = triangles
solar panels = squares
bridge = straight line
parks = circles
River
Green Park
Neighborhood Houses
North Windy Hill
City Hall
City Plan V1.0 - Eco-Sustainable District
Eco City Listening Script Station 4: Teacher Reading Script
Activity: Eco-City Planner Listening Task
Teacher Instructions
Read the story clearly and at a moderate pace.
Pause for 5-10 seconds after each instruction (bolded text) to allow students time to draw their symbols.
Symbol Review: Windmills = Triangles ; Solar Panels = Squares ; Bridge = Straight Line ; Parks = Circles .
"Class, today we are planning our new Eco-City. We need to use clean energy and smart design to protect our environment. Please look at your map and listen carefully."
"First, we need to capture the wind to make electricity. The best place for this is on the hills. Please draw three windmills on North Windy Hill."
(Wait for students to draw 3 triangles on the hill area)
"Next, we want to use the energy from the sun. The houses in our city need electricity for their lights. Please draw four solar panels on the rooftops of the Neighborhood Houses."
(Wait for students to draw 4 squares on the houses area)
"The people in the city need to cross the water to go to the park. Please draw one straight line for a bridge across the middle of the River."
(Wait for students to draw 1 straight line connecting the two banks of the river)
"The government buildings must also be green. Please draw two solar panels on City Hall."
(Wait for students to draw 2 squares on the city hall area)
"We want our neighborhoods to be beautiful and full of nature. Please draw three circles for parks around the Neighborhood Houses."
(Wait for students to draw 3 circles in the residential area)
"Finally, to help provide more clean energy near the water, draw two windmills next to the River."
(Wait for students to draw 2 triangles near the river area)
Quick Check Answer Key
3Δ
North Windy Hill
4□
Neighborhood Houses
1 —
Bridge over River
2□
City Hall
3○
Around Neighborhood
2Δ
Next to River