Earth Day Beginnings

Overview

Students learn what Earth Day is and why it matters by exploring a short introduction to its history and purpose. They reflect on what they already know about environmental issues and record questions they want to investigate in this unit.

Learning intentions

• Students will be able to explain, in their own words, what Earth Day is and why it is celebrated.
• Students will be able to describe how people’s actions can affect the environment.
• Students will be able to ask and record questions about local and global environmental issues.
• Students will be able to use evidence from a video and class discussion to support their thinking.

Success criteria

• I can tell the main idea of the Earth Day introduction video.
• I can name at least two reasons Earth Day is important.
• I can describe one way environmental actions can help or harm Earth.
• I can write at least two questions that connect to issues we will explore in this unit.

Curriculum links

• Informational text comprehension: identify main ideas and key details, with evidence.
• Writing: use short, clear responses to explain ideas and reflect on learning.
• Speaking and listening: participate in collaborative discussions and build on peers’ ideas.
• Research and inquiry habits: generate questions and identify what information is needed.

Lesson structure (45 minutes)

1. 0–5 min | Welcome & activate prior knowledge Display an Earth globe image or simple class chart titled “What We Know.” Ask: “What does Earth Day make you think of?” Students do a quick think-write (1–2 sentences).

2. 5–12 min | Mini-lesson: what Earth Day is Provide a brief, grade-appropriate explanation: Earth Day is a yearly day that encourages people to care for the planet and take action to protect the environment. Introduce the idea that communities and individuals can make choices that affect air, water, and land.

3. 12–25 min | Video viewing with purpose Watch a short introductory video on Earth Day’s history and importance. Give students a simple watching task: listen for (1) why Earth Day started, (2) what actions people take, and (3) one environmental issue mentioned. Pause once to confirm understanding.

4. 25–33 min | Turn-and-talk: evidence-based discussion Students turn to a partner and share one key detail from the video and one reason it matters. Remind them to use sentence frames: “The video said… I think it matters because…” Take 2–3 whole-class shares.

5. 33–40 min | Reflection writing: claim + evidence Students complete a short reflection in their journals:

• Main idea: “Earth Day is important because…”
• Evidence: “In the video, I noticed…”
• Thinking ahead: “A question I have about environmental issues is…” Collect a few samples quickly to scan.

6. 40–45 min | Share-out and set unit direction Invite volunteers to read one question. As a class, cluster student questions into themes (for example: pollution, recycling, protecting animals, conserving water). Explain that the next lessons will help answer these questions.

Resources

• Earth Day introductory video (age-appropriate, 5–10 minutes)
• Projector/speakers and student seating for clear viewing
• Student journals or reflection worksheets
• “What We Know / What We Want to Learn” class chart paper or board
• Sticky notes or index cards for question collection (optional)
• Sentence frames for discussion and writing
• Timer for timed transitions
• Markers/colored pencils for charting themes

Assessment

• Formative observation during turn-and-talk and discussion (listening for main ideas and reasons)
• Written reflection: check for main idea, at least two reasons, and at least two questions connected to environmental issues
• Quick scan of student responses to guide grouping for later lessons

Differentiation

• Support: provide a word bank (Earth, environment, protect, pollution, recycling, conserve) and sentence starters; allow oral responses for students who need it with the teacher scribing.
• Support: pre-teach 2–3 key ideas (main idea, key detail, action) with gestures and quick examples.
• Extension: challenge students to add an “action I could take” and explain how it helps the environment using evidence from the video or class discussion.
• EAL/SEN: use visuals (icons for water/air/land), reduce writing length to 3 short lines if needed, and allow drawing alongside writing for reflection and questions.