The Once-ler’s thneed business hurt the environment by cutting down truffula trees to make the thneeds and as he cut down the trees he replaced them with factories to create his product. How does the Once-ler’s thneed business hurt the environment? Instead of tearing down the trees, do you think he could have used a recyclable product to make thneeds? What recyclable product would you have used? Each person should take notes and turn in an individual set of answers. Students will then answer Higher Order Thinking Questions (listed below) in their groups and submit them as a group to the teacher. The definitions and descriptions of why the terms are important should be presented to the class by a the secretary. Each group will use a computer (or dictionary if computers are unavailable) to define the following terms and identify why they are important: Ecosystem, Sustainability, Deforestation, Stewardship, Depletion (one term per group). A class list is then made from the group lists by each group secretary coming up to the board and writing them down. Each group will elect a secretary to write down answers. The students will then share their notes with a group (ideally, there should be 5 groups–number students off 1-4 and 1s go with group 1 and so on) and write down a common list of environmental issues from the movie. Encourage class discussion on these questions.
#WATCH THE LORAX CARTOON MOVIE#
The teacher will explain that the students will be watching the old cartoon version of The Lorax and will take notes on a blank sheet of paper that should include any specific environmental issues that come up in the video, like deforestation and any questions that come up.Īfter viewing the movie, the teacher will allow time for any student questions they may have written down during the movie and answer them.
The teacher will introduce the lesson by saying that this lesson will build on the theme of environmental protection that we started talking about in the Ted-Ed lesson. Students will gain the understanding that although people or companies may have good intentions for helping the economy, they can have a negative impact on the environment (NCES.6.E.2). Teacher should have already pre-viewed the movie and written down the key environmental issues that show up: pollution, deforestation, and ecosystem deprivation.Īfter completing this activity, students will gain a deeper understanding of how humans and industries can affect the environment and how we should speak up to stop the damage from continuing (NCES.6.E.2.4). The teacher will need to have read and analyzed The Lorax so that he or she is able to help students understand the environmental issues and answer any questions they might have. This lesson will expand significantly on the issue brought up in the Ted-Ed lesson that humans can have an extremely negative effect on the environment.įor this lesson, the teacher will need a computer and projection system in order to view the video, the 25-minute 1972 version of The Lorax (available at ). In this lesson, students will watch the 1972 cartoon version of The Lorax and answer questions about the environmental issues they see in it. Before this lesson is introduced, students should have already completed a reading and analysis of The Lorax in order to have enough background knowledge of the plot and themes to complete this activity. This lesson is part of the science component of the project and should be completed in the science classroom. “I Speak for the Trees”: Environmental Issues in The Lorax
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