# data[].attributes.body
The following text set was created for a kindergarten classroom that is learning about conservation of the environment. This text set would ideally fit into an Earth Day themed unit in the spring.

# data[].attributes.body
If I were to give this unit a title, I would refer to it as “Going Green.” The included text set is just a snippet of books that can be used to teach kindergarteners the importance of caring for the Earth. In this unit, they will learn the effects that humans have on the environment and will focus on ways that they can improve upon those effects. This is important knowledge to build in young children, as this is knowledge that they will use every day. It is my hope that they will grow up using this knowledge to make a conscious effort to care for the environment.

# data[].attributes.body
This unit can be taught as a mini-unit under the umbrella of the Next Generation Science Standard: K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment (NGSS, 2013). Specifically, this text set focuses on K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment (NGSS, 2013).

# data[].attributes.body
*Based on the Disciplinary Core Ideas and Crosscutting Concepts found in K-ESS-3-3 (NGSS, 2013)

Humans and the Earth share a relationship that include parts that affect one another.

Humans take from the Earth to make things that we use every day.

Humans cause harm to the Earth by using many everyday items and living a comfortable lifestyle.

Humans, including children, can come up with creative solutions to foster a positive cause and effect system with the Earth.

# data[].attributes.body
*Each term included can be found in at least 2 of the texts, allowing for overlaps in both concepts from the Big Ideas and the targeted vocabulary (Neuman & Wright, 2013).
*Vocabulary will be taught explicitly at the introduction to the unit using an anchor chart that includes both photographs and illustrations. The texts will then be used to enhance the understanding of the vocabulary words and the teacher will stop reading when those words first appear in a text to give direct instruction on the term (Wright, 2012).

Reduce-to use less of something than you were using before (Tier 2)

Reuse-to use something again, possibly in a different way or for something else (Tier 2)

Recycle-to make new things from something that would have been trash (Tier 2)

Pollution-when trash hurts the air, water, or land by making it dirty (Tier 3)

Landfill-the place where garbage is kept after the garbage truck picks it up (Tier 3)

# data[].attributes.body
Reduce, Reuse, Recycle: I chose these words because though they may seem fairly common terms to adults, they are more sophisticated than most kindergarten students are familiar with. They are words that can be used regularly. But, in this case, they are used specifically to refer to solutions for decreasing human impact on the environment. I will teach each of these words explicitly and then introduce the commonly known phrase: Reduce, Reuse, Recycle. This will tie the terms together and string them throughout the text set. Phrases with alliteration are phrases that young students are more likely to remember, which will help with building knowledge and referring back to the texts.
Pollution: I chose to teach pollution as it is most likely an unknown word that directly connects into the effects that human have on the Earth. Pollution is the problem and reduce, reuse, and recycle are the solutions.
Landfill: I chose to teach landfill as a targeted vocabulary word as it relates to both the problem and solution. It will allows students to use critical thinking skills and a Gradual Release of Responsibility when relating to the Big Ideas (Neuman & Wright, 2013). Additionally, it is generally an unfamiliar word and concept to young children.

# data[].attributes.body
Brief Description: This book follows a little monster named Max that tends to make irresponsible and messy decisions. He is soon forced to see the beauty of the world and thus chooses to make better decisions for the environment.
Vocabulary: reduce (pg. 20), reuse (pg. 20), recycle (pg. 18), pollution (pg. 11) *Pages not numbered in book. These page numbers are hand-counted with page 1 being the first page of narrative text.*

# data[].attributes.body
I Can Save the Earth by Alison Inches (2014)
Reasons the text was selected:

"...information about the topic in a storybook format" (Neuman & Wright, 2013)

Young children can relate, especially to the beginning of the story

Simple language

Engaging with expressions and colorful illustrations

Introduces negative human impacts on Earth

Introduces child-friendly solutions to those problems

Bonus: Includes a glossary that can be used to define other terms that are in the story

# data[].attributes.body
Brief Description: National Geographic presents a book that will make your jaw drop. With stunning visuals and the math to accompany them, this informational text provides a hard look at the effect that humans have on the environment. The author also provides ideas of how to reduce those effects. With all of the photographs, project how-to's, and random facts, this book is 128 pages. I would select pages that my kindergarteners could relate to and that tie in with the topic. This would include pages that dive into the target vocabulary
Vocabulary: reuse (pg 6), recycle (pg 6), landfill (pg. 11), pollution (pg. 15), reduce (pg. 33)

# data[].attributes.body
This Book Stinks!: Gross Garbage, Rotten Rubbish, and the Science of Trash by Sarah Wassner Flynn (2017)

Reasons the text was selected:

Clear, yet informative language

Facts that intrigue the audience

Descriptive photographs

Displays and informs of human impact on the Earth

Suggests ways to decrease that impact

Bonus: In addition to reading sections of this book aloud, I would use facts and tips from the book as a Fact of the Day each day during this unit. Also, NatGeo Kids has a recycling game that can be done as a class or individual student computer time: https://kids.nationalgeographic.com/games/action/recycle-roundup-new/

# data[].attributes.body
Brief Description: This simple book takes us through the journey of a few children who are practicing age-appropriate ways to reuse and recycle. With the exciting tone and rhymes, I would not be surprised to hear young children reciting this book by memory.
Vocabulary: recycle (pg. 1), reuse (pg. 19) *Pages not numbered in book. These page numbers are hand-counted with page 1 being the first page of text.*

# data[].attributes.body
Reycling is Fun by Charles Ghigna (2012)
Reasons the text was selected:

Rhyming pattern (Neuman & Wright, 2013)

Memorable structure- one sentence/phrase per 2 pages (Neuman & Wright, 2013)

Simple language

Engaging with expressions and colorful illustrations

Explains/displays how to sort recycling

Suggests other ways for reusing and recycling

Bonus: Instructions for craft included in the story found at the end of the book

# data[].attributes.body
Brief Description: This book teaches children about the journey of the trash we throw away. It includes descriptions of the process of trash disposal and the creation of many products that we use daily. It also explains the effects of those items and how to go about recycling them and why it is important to do so.
Vocabulary: landfill (pg. 2), recycle (pg. 5), pollution (pg. 17), reuse (pg. 19) *Pages not numbered in book. These page numbers are hand-counted with page 1 being the first page of text.*

# data[].attributes.body
Recycle by Gail Gibbons (1999)
Reasons the text was selected:

*This text was chosen last, as it is the most complex. The previous three texts and other lessons that would be taught, in conjunction with and between the reading of these texts, would build a background knowledge to support the selection of this informational text.*

Simple explanations of seemingly complicated concepts

Explains how paper, glass, aluminum, and plastic are created from elements from the Earth

Explains effects of human use of these products on the environment, including animals

Explains the process of recycling

Explains the important of recycling

Bonus: If used in a small group, this text can be abbreviated or used fully to differentiate for appropriate student learning of concepts and vocabulary. This would also be an ideal time to "...support children in asking and answering questions for clarification" (Neuman & Wright, 2013).

# data[].attributes.body
Flynn, S. W. (2017). This book stinks!: Gross garbage, rotten rubbish, and the science of trash. Washington, D.C.: National Geographic Partners.

Ghinga, C. (2012). Recycling is fun. North Mankato, MN: Picture Window Books.

Gibbons, G. (1999). Recycle!: A handbook for kids. Boston: Sagebrush.

Inches, A. (2014). I can save the earth! New York, NY: Scholastic.

Neuman, S. B., & Wright, T. S. (2013). All about words: Increasing vocabulary in the common core classroom, prek-2. New York: Teachers College Press.

NGSS Lead States (2013). Next Generation Science Standards: For States By States.  Washington, DC: National Academies Press.

Wright, T.S. (2012). The research-reality divide in early vocabulary instruction. Promoting knowledge development in the classroom: Early vocabulary instruction (pp. 145-161).

# data[].attributes.headline
Additional Texts that I Would Use in the Unit

# data[].attributes.subject
Additional Texts that I Would Use in the Unit

# data[].attributes.body
The Lorax by Dr. Seuss

We Need Water by Charles Ghigna

Pick Up the Park by Charles Ghigna

Don't Throw That Away! by Lara Bergen

Why Should I Recycle? by Jen Green & Mike Gordon

The Adventures of a Plastic Bottle by Alison Inches

Earth Day Every Day by Lisa Bullard

Here Comes the Garbage Barge! by Jonah Winter