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Lesson #6 of Green Spaces Unit




3rd, 4th, 5th


Social Studies, Civics


45 minutes

Regional Focus



Google Slides

Transforming Knowledge Into Power (Green Spaces #6)

Created By Teachers:
Last Updated:
Oct 2, 2022


In this final lesson in the green spaces unit, students will use their knowledge to take action.

Step 1 - Inquire: Students brainstorm how to incorporate green spaces in their classrooms, school, and community.

Step 2 - Investigate: Students think about which ideas they would like to pursue. Students see an example of one possible action - writing a letter to a government official advocating for more green spaces.

Step 3 - Inspire: Students take action! Students pursue any of their own ideas or collaborate with the teacher to create a classroom or community garden.

Accompanying Teaching Materials
Teaching Tips


  • Students have great agency and control over their projects. 
  • Students can have a direct and positive impact on their classroom space.

Additional Prerequisites

  • This is lesson 6 of 6 in our 3rd-5th grade Green Spaces unit.
  • Students should be familiar with green spaces by completing the previous lessons in this unit plan.
  • Following up with all the students and their projects will most likely take a lot of time. For example, writing a short letter to the principal is very different from planning and executing a school garden. Make sure to provide reasonable guidelines for how much extra class time can be spent on the projects.


  • Students can pursue their projects individually or in groups.
  • Weaker students may need more support than others, depending on which project they choose to pursue.
  • Some students may have difficulty choosing a topic. Finding them a good partner or partners might help them fully engage in this project.
Scientist Notes

The lesson emphasizes ways to create awareness to localize green spaces in classroom or community. This technique is suitable for students to adopt. This lesson has no scientific misconceptions and is recommended for use in the classroom.

  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
      • D4.8.3-5 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.
10 minutes
  • Students brainstorm as a class on how to bring or incorporate green spaces in their classroom, school, and community. Teacher writes the suggestions on a class anchor chart, acknowledging all ideas from all students.

  • This anchor chart can be placed next to the other charts generated during this green spaces unit. Teacher highlights the tremendous growth and learning since the first lesson.

  • Teacher recalls the definition of environmental justice with students and reminds students to consider how to integrate environmental justice into their project.

  • Students refer to these charts during the Investigate phase of this lesson.

10 minutes
  • Students think about which idea they would like to pursue.
  • Teacher guides students through one possible action: writing a letter to a government official advocating for more green spaces.
  • Teacher gives space for students to think about and answer the question "How does it feel to take action in your community?"
25 minutes
  • Students take action by pursuing any of the ideas generated on the anchor chart.
  • Students can also collaborate with the teacher to plan a classroom or community garden.
Green Spaces Unit Lesson Plans


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