Parks in Our Community
Environmental Justice
Topic: Parks and Greenspace
Lesson Plan #3
Grade Level: ¾
Essential Questions: What is the relationship between pollution and privilege? How do environmental issues affect humans?
Guiding Question: Why are areas separated by income?
Standards MMSD
Standards NCSS
Civic Ideals and Practices
Materials
Goals
Students will be able to:
Procedure
Closing
Refer to the book 50 Things You Can Do to Save the Earth by the Earthworks group and have the class pick out another thing that they can do for the day. Write this on the board somewhere where it will not be erased and serve as a reminder.
Assessment
Sources
http://www.planning.org/nationalcenters/health/parks.htm
http://host.madison.com/news/local/irwin-goodman-known-for-a-life-of-generosity-and-thrift/article_8e8c2fcf-dc61-5ed0-896e-3acf2d1b1b80.html
Topic: Parks and Greenspace
Lesson Plan #3
Grade Level: ¾
Essential Questions: What is the relationship between pollution and privilege? How do environmental issues affect humans?
Guiding Question: Why are areas separated by income?
Standards MMSD
- Economics
- 5. Give examples of how economic resources in the home, school, and community are limited (scarcity) and how people must make choices about how to use these resources.
Standards NCSS
Civic Ideals and Practices
- j. recognize and interpret how the “common good” can be strengthened through various forms of citizen action.
- c. identify examples of institutions and describe the interactions of people with institutions;
- f. give examples of the role of institutions in furthering both continuity and change;
Materials
- White board
- Print off of Goodman Article
- 50 Things You Can Do to Save the Earth by the Earthworks group
- Student Reflection Journal
Goals
Students will be able to:
- Understand the importance of parks in a community
- Place themselves on a spectrum based on their opinion
- Understand that there are people and corporations that are helping to make a change in lower income areas
Procedure
- Introduction: Park Activity: Take the students outside to their school’s playground and allow them time to run around and enjoy the space. Make this time separate from recess in order to get them to appreciate the time given.
- Make a list: Make a list with the class of activities they do in the park or outdoors. Write the list on the board in the classroom.
- Spectrum: Ask the students to rank themselves on a spectrum of agree à disagree with the following statement (have signs up on either side saying agree/disagree for visual learners. I believe that everyone should have a park near their house or school where they can play safely. The students will line up on the spectrum in the front of the class. Have a few students share their opinion with the class and why they believe what they do.
- Discussion: Ask the students what they enjoy about their time outside. Ask them if they believe that everyone should be given the opportunity to play outside. Explain to the students again that areas of lower income may not be able to afford parks for their neighborhood.
- Especially in disadvantaged low-income and minority neighborhoods with limited resources with higher poverty rates, access to parks, open space and recreational facilities is undermined by the lack of safe and nearby parks and playgrounds. Inability to access parks and recreational facilities is associated with fewer opportunities for physical activity, thus increasing risk for chronic diseases, poor health conditions, and obesity within those communities.
- Remind students of the maps that they created and reorganized of Polyville. Show them the map of an actual place with a clear correlation between parks and income. Have a brief discussion with the students about what they recognize about the correlation.
- The following are points and information for discussion:
- They provide people with formal and informal gathering places to be physically active, socialize, relax, build community, and connect with the natural world. They make urban areas more inviting for living, working and relaxing. And, they provide environmental benefits, such as stormwater management, erosion control, buffering between built and natural environments, and wildlife habitat.
- It is important for all people to have equal access to parks near their homes and schools.
- What is being done? At this point in the lesson it is important to have the children understand that some people are working to make a change to make parks accessible for all people.
- There are many benefits to having parks in a community. Parks improve economic health and vitality, reduce crime, improve public physical and mental health, create a strong sense of community, support overall quality of life, and more.
- Explain that there are many organizations working to provide accessible parks for everyone. The American Planning organization initiated a project called the City Parks Forum. This forum convened mayors, park advisors, and community leaders from 24 communities across the country at six symposia to identify and address park related problems in each community and provide information on how healthy parks are fundamental to many aspects of community prosperity.
- As a class read the article from the Wisconsin State Journal on Irwin Goodman. The website is under sources. With the class discuss vocabulary words they may not be familiar with. Discuss with the class how he has made a difference in our local community.
- Journal Reflection: Students will write in their reflection journal about the topic discussed.
Closing
Refer to the book 50 Things You Can Do to Save the Earth by the Earthworks group and have the class pick out another thing that they can do for the day. Write this on the board somewhere where it will not be erased and serve as a reminder.
Assessment
- The teacher will informally assess students in their participation in the entire group discussion. The teacher will also look for the students making connections between this lesson and previous lessons.
- Formally the students will be assessed based on their reflection journal.
Sources
http://www.planning.org/nationalcenters/health/parks.htm
http://host.madison.com/news/local/irwin-goodman-known-for-a-life-of-generosity-and-thrift/article_8e8c2fcf-dc61-5ed0-896e-3acf2d1b1b80.html