ALEX Lesson Plan


Lesson 2: Informational Writing: How to Lessen Human Impact on the Environment

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  This lesson provided by:  
Author:Kayla Passarella
System: Muscle Shoals City
School: Howell Graves Preschool
Author:Sandy Armstrong
System: Muscle Shoals City
School: Muscle Shoals City Board Of Education
  General Lesson Information  
Lesson Plan ID: 35405


Lesson 2: Informational Writing: How to Lessen Human Impact on the Environment


This lesson may be taught as part of the Unit Plan - Solutions to Lessen Human Impact on the Environment. In this lesson, the solutions to lessen the human impact on the environment will be explored. Students will communicate their plan during journal writing by producing an informational writing piece that uses the conventions of Standard English such as capitalization and punctuation. At the end of the lesson, the students will peer edit their writing using the provided writing anchor chart.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

 Associated Standards and Objectives 
Content Standard(s):
SC2015 (2015)
Grade: K
6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

NAEP Framework
NAEP Statement::
E4.10: The supply of many Earth resources such as fuels, metals, fresh water, and farmland is limited. Humans have devised methods for extending the use of Earth resources through recycling, reuse, and renewal.

NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
  • Identify possible solutions to lesson the human impact on the local environment.
  • Plan possible solutions to lesson the human impact on the local environment.
  • Identify potential human impacts on the local environment.
Teacher Vocabulary:
  • Identify
  • Plan
  • Solution
  • Human impact
  • Local
  • Environment
  • Reduce
  • Reuse
  • Recycle
  • Causes
  • Create
  • Ask
  • Imagine
  • Improve
Students know:
  • Human impact can have both positive and negative impact on the environment.
  • We can create possible solutions to reduce the negative impacts on the environment.
Students are able to:
  • Identify possible solutions to lessen human impact on the environment.
  • Plan possible solutions to lessen human impact on the environment.
Students understand that:
  • Human impact has a positive and negative effect on the local environment.
  • There are solutions that can lessen the negative impacts on a local environment.
AMSTI Resources:
AMSTI Module:
Plants and Animals
*Exploring Plants and Animals, STC

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.6- Classify human activities as harmful or helpful to the environment.

English Language Arts
ELA2021 (2021)
Grade: K
34. Print legibly, using proper pencil grip.

a. Print upper and lower case letters using proper approach strokes, letter formation, and line placement.

b. With prompting and support, print first and last names using proper letter formation, capitalizing only the first letter of each name.

Note: In Kindergarten, students are learning the most basic forms of capitalization. While the standard only requires that the first letter of each name be capitalized, some students' names may include additional capital letters, hyphens, or apostrophes. In such cases, students should learn to write their own names using proper capitalization and punctuation.

Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus

c. With prompting and support, use lower case letters in majority of written work, using capitals only when appropriate.
Unpacked Content
Teacher Vocabulary:
  • Print
  • Legibly
  • Proper pencil grip
  • Print
  • Upper case letters
  • Lowercase letters
  • Approach strokes
  • Letter formation
  • Line placement
  • Print
  • First name
  • Last name
  • Letter formation
  • Capitalizing
  • Prompting
  • Support
  • Lowercase letters
  • Written work
  • Capitals
  • Appropriate
34. Students know:
  • Proper pencil grip.
  • Proper letter formation.
  • Proper upper- and lowercase letter formation and line placement.
  • The capitalization and letter formation of first and last names.
  • Capitalization rules.
34. Students are able to:
  • Print legibly.
  • Use proper pencil grip.
  • Print upper- and lowercase letters.
  • Use correct approach strokes to form letters.
  • Place letters correctly on a line.
34b. With prompting and support,
  • Print first and last names using proper letter formation, capitalizing only the first letter of each name.
34c. With prompting and support,
  • Use capital and lowercase letters correctly when writing.
34. Students understand that:
  • A proper pencil grip creates better letter formation.
  • Handwriting of upper- and lowercase letters is produced by a series of strokes with accurate line placement.
  • Each person has a first and last name.
  • First and last names start with a capital letter and legible writing includes proper letter formation.
  • There are rules to follow to appropriately use lowercase and capital letters.

Local/National Standards:


Primary Learning Objective(s):

Students will be able to:

-apply their knowledge on lessening the human impact on the environment through the production of an informational writing piece describing possible solutions to this problem.

-capitalize the first word in a sentence.

-end a sentence with the appropriate punctuation.

-use spaces between words in writing.

-sound out and spell words to produce a readable sentence.

Additional Learning Objective(s):

Learning Targets

I can:

  • begin my sentence with an uppercase letter.


  • sound out and spell words.


  • use the correct punctuation at the end of a sentence.


  • produce a sentence that is readable.


  • use spaces between words when writing a sentence.
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Student Materials (per student)

-writing journals or lined paper


-blue and green tissue paper (2 pieces of each color)

-black construction paper (12 in. X 18 in.)

-Earth template 


Teacher Materials

-chart paper


-writing rubric (found in attachment section)

-example sentences (see teacher background information for preparation)

-Earth template

 -writing target anchor chart (download in the attachment section)

Technology Resources Needed:



Student Background Information:

Students will need to know information that was taught in previous lessons in this unit, such as:

-Reduce, reuse, recycle can lessen human impact on the environment. 

-Other ways to lessen human impact on the Earth can be to pick up trash, turn off lights when leaving the room, plants trees, save water, walk, ride bikes, etc.

Students should be able to identify land and water on a map of the Earth.

Students will also need to know that a sentence is a complete thought that contains a subject (noun), action (verb), uppercase letter at the beginning of a sentence, and punctuation. 

Teacher Preparation:

The teacher should have a chart with four example sentences pre-written on the chart paper.

Note: The answers are provided in parenthesis following the example sentences listed below.

 Example sentences are to be written as follows: 

  • The cat jumped over the fence. (Sentence is correct.)
  • the dog barked loudly (Sentence is incorrect. The "t" in the should be uppercase, and the sentence needs a period.)
  • The girl ran to her sister. (The sentence is correct.)
  • the class had fun at school? (The sentence is incorrect. The "t" in the should be uppercase, and the sentence should end in a period instead of a question mark.)

The teacher should make all required copies prior to teaching this lesson.


Before Strategy/Engage (10 minutes)

Pose the following question to the students: What must a sentence contain in order for it to meet our writing targets?

Instruct students that they will turn and talk to their neighbor about the things that a sentence needs in order to meet learning targets.

After the partner discussion, discuss the question as a whole group referring to the writing target anchor chart.

During Strategy/Explore and Explain (40 minutes) 

1. On chart paper show and read the first sentence to the class (the example sentences are found in the background/preparation section).

Ask the students if it is a sentence based on the writing learning targets anchor chart.

Have the students go through the anchor statements to check off the target requirements: uppercase letter at the beginning of a sentence, appropriate punctuation at the end, spacing between, sentence readability, and correct spelling.

Once the students recognize that it is a complete sentence, move on to the next example. Once the students identify that the sentence is incorrect, make the corrections as a whole group on the chart paper. Continue with the previous steps on sentences three and four. 

2. As a whole group, review with the students ways we can protect and lessen the human impact on the environment discussed in previous lessons (information found in background/preparation).

3. Instruct the students that they will create an informational writing piece using the information discussed on lessening the human impact on the environment and incorporating the correct structure of a sentence.

4. The students will write one way they can help protect the environment on paper or in their journals.

5. Next, they will create a collage of the Earth using tissue paper and the provided Earth template that can be found using this link The students will tear the blue tissue paper into pieces. Then, glue the pieces of blue tissue paper onto the water of the Earth template. Next, the students will tear the green tissue paper into pieces and glue the pieces of green tissue paper onto the land of the Earth template.

6. Once the tissue paper collage is complete, the Earth will be glued at the top of the 12 in. X 18 in. black construction paper with their writing piece glued underneath.  

After Strategy/Explain & Elaborate (10 minutes)

Students will share their writing sample with a partner. Students will critique their partner's writing sample for meeting the writing learning targets listed on the anchor chart and appropriateness of the response to the posed question.

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Assessment Strategies

Formative Assessment: Students will be assessed informally through observation and questioning throughout the entire lesson. Examples sentences will be used to check students' understanding of the structure of sentence during instruction. The teacher will monitor writing through observation and conferencing.  

Summative Assessment: The students' writing piece will be assessed based the writing rubric in 6 areas: begins sentence with upper case letter, uses spaces between words, sounds out and spells words, sentence is readable, use appropriate punctuation at the end of a sentence, and response is on topic. See attached rubric. 


-During journal writing, students can write more than one solution to lessening the human impact on the environment. The solutions can be turned into posters to hang around the school to promote environmental friendliness on campus.

-Students can share their work with others by creating an interactive piece using ChatterPix app which can be downloaded from iTunes using an iPhone or iPad. Go to the app store and search for ChatterPix Kids, then download the app. It is free, and it provides a tutorial at the beginning.


A prompt can be provided to help the students begin their writing. (For example: I can.....)

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.