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𖧧 Essential Question 𖧧Â
𖧧 Essential Question 𖧧Â
How can learning about the past and present environment help us make choices for the future?
𖧧 Goals 𖧧Â
𖧧 Goals 𖧧Â
Develop an understanding of our environment.
Develop an understanding of biodiversity.
Recognize human impact on the environment.
Identify emotions related to environmental changes.
Explore solutions for a sustainable future.
Take collective action to curb climate change.
𖧧 Introduction 𖧧Â
𖧧 Introduction 𖧧Â
Human actions have profoundly impacted plants and animals, threatening their survival. It is crucial for students to understand humanity’s role in these changes—both historically and for the future. Climate change and biodiversity loss are two major sustainability challenges that require an interdisciplinary approach.
In this unit, students will explore their outdoor environment through the lens of the past, present, and future. They will investigate Shoreline’s history, examining how both natural and human environments have evolved over time. By comparing past and present landscapes, students will gain a deeper understanding of environmental changes and shifting relationships with the land. Using this knowledge, they will propose meaningful actions to support sustainability within their local community.
*Note:  This is a working draft and hasn’t been tested in a classroom yet. Feedback is more than welcome to refine and improve it at globalgreensprouts@gmail.com.Â
𖧧 Storytelling: Gary the Acorn and the Guardians of Green 𖧧Â
𖧧 Storytelling: Gary the Acorn and the Guardians of Green 𖧧Â
This unit features four adventure stories set in the Pacific Northwest, following Gary the Acorn and his friends as they explore different themes. To enhance student engagement, teachers can create a narrative input chart, allowing students to interact with Gary’s journey with pictures and words. At the end of each adventure, students participate in the "Let’s Feel, Let’s Think, Let’s Act, and Let’s Investigate" segments, fostering class discussions and deeper exploration of the story’s themes. These activities also provide opportunities to extend learning beyond the classroom, connecting with families and the broader community.
𖧧 Student's Emotions and Climate Resilience 𖧧Â
𖧧 Student's Emotions and Climate Resilience 𖧧Â
Guiding Questions:
How can I understand and share my feelings about changes in the environment?
How can we take care of our feelings while learning about the environment?
It is important to acknowledge the emotional impact that discussions about history and environmental changes may have on students. Climate anxiety and eco-grief are powerful emotions that can especially affect vulnerable populations. Although second graders are ready to learn about climate change, restoration, and action, it is important to support students by helping them identify and name their feelings. In addition, highlighting stories, such as the Miyawaki Urban Forest History Project, can inspire hope and agency.
Throughout this unit, there will be suggestions for teachers to pause and reflect on how students are feeling and teach strategies to help them self-regulate emotional reactions during moments of distress, but it is important for teachers to monitor students' emotions as well.
𖧧 Explore the Unit Themes 𖧧Â
𖧧 Explore the Unit Themes 𖧧Â
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Theme 1: Experiencing Our Environment in the Present—Cultivating Joy, Wonder, and Connection
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Theme 2: Exploring Place and Indigenous Knowledge ...........................................................................................
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Theme 3: Ecological Sustainability in Shoreline ............................................. ..............................................
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Theme 4: Imagining and Creating a Equitable and Sustainable Future
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