• Views 152
  • Favorites
Photo via Pixabay

Database Provider

Author

Roots and Shoots

Grades

3rd, 4th, 5th, 6th, 7th, 8th

Subjects

Science, Social Studies, Earth and Space Sciences, Civics

Resource Types

  • Activity - Classroom
  • Worksheets

Regional Focus

Global

Format

PDF

Mind Mapping

|
Ask a Question

Synopsis
  • This quick activity will get students thinking about the assets in their communities and what they can do to help the people, animals, and environment around them.
Teaching Tips

Positives

  • This activity is a great way to get students thinking about their community and what they can do to improve it.
  • This activity can be scaled up into a large project, or it can be used as a quick brainstorming activity.
  • The resource provides links to extension activities, such as a guide for putting the plan into action and instructions for making a community map.

Additional Prerequisites

  • Students should be able to distinguish between human, animal, and environmental assets (a list is included on the worksheet).
  • The printable PDF mind map is titled "Printable Activity Guide" and is linked under the list of Compassionate Traits Practiced.

Differentiation

  • Cross-curricular connections could be made in language arts classes while reading or writing about the environment or community.
  • This activity would be a great way for older students to start a lesson or unit.
  • Teachers with younger students could use the activity to assess learning at the end of a lesson or unit.
  • To extend this activity, consider having your class create a giant mind map with poster paper and art supplies to display.
Scientist Notes
This resource is effective to guide students to mind map critical assets that can be beneficial to humans, animals, and the environment and how they can be protected. This is recommended for teaching.
Standards
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Geography
      • D2.Geo.6.6-8 Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
      • D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
      • 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.
  • Related Resources

    Reviews

    Login to leave a review