USING MULTI-MODEL TEXT TO TEACH

RESPONSIBILITY FOR THE ENVIRONMENT Information for primary teacher s and parents

Why use multi-model text? ◦ Most children are already familiar and fascinated by technological devices by the time they

start elementary school (Grisham, 2013).◦ Multi-model texts are an engaging way to meet the needs of learners with diverse needs

(Grisham, 2013)◦ Children who are reluctant to read or write can fine other modes learn and communicate

with others (Grisham, 2013).◦ Students have greater control of the text. For example students can change the size of the

font, high light part of the text, instantly look for definitions, or hide certain parts of the text (Serafini & Youngs , 2013).

◦ Through technology students can have instant and 24 hour access to information and literature (Serafini & Youngs , 2013).

◦ Students can also communicate with peers and teachers instantaneously (Serafini & Youngs , 2013).

Do traditional books still play an important role? ◦ Traditional books are continue to play a significant role in

early literacy development (Kleckner, 2014).◦ Traditional books promotes interaction between adults and

children and between peers (Kleckner, 2014). ◦ Picture books help children foster an interest in art.

Traditional books play an important role in helping children develop and interest in reading (Kleckner, 2014).

◦ Traditional books encourage children to focus on the words and story(Paul, 2014).

◦ They less distracting and encourage more imagination than eBooks Paul, 2014).

◦ There are a much wider selection of traditional books available compered to eBooks (Paul, 2014)

Franca, J. (2008). Kids reading 1 [ photo]. www.freeimages.com.

Learning outcomes that can be integrated into units on responsibility for the environment

Kindergarten Social Studies ◦ Competences -Explain the significance of personal or local events, objects, people, and places (significance)-Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)- Make value judgments about events, decisions, and actions, and suggest lessons that can be learned (ethical judgment)◦ Content -rights, roles, and responsibilities of individuals and groups

Science :◦ Competences-Experience and interpret the local environmentContent -basic needs of plants and animals-features of local plants and animals that help them meet their basic needs(Province of British Columbia, 2015)

Toocheck, C.. (2006). Runing through the forest [ photo]. www.freeimages.com.

Learning outcomes that can be integrated into units on responsibility for the environment

Grade 1Social Studies ◦ Competences -Explain the significance of personal or local events, objects, people, and places (significance) -Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)- Make value judgments about events, decisions, and actions, and suggest lessons that can be learned (ethical judgment)◦ Content -relationships between a community and its environment

Science :◦ Competences-Consider some environmental consequences of their actions◦ Content - the classification of living or non-living things- structural features of living things in the local environment- behavioural adaptations of animals in the local environment(Province of British Columbia, 2015)

Toocheck, C.. (2006). Runing through the forest [ photo]. www.freeimages.com.

Learning outcomes that can be integrated into units on responsibility for the environment

Grade 2Social Studies ◦ Competences -Explain the significance of personal or local events, objects, people, and places (significance)-Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)- Make value judgments about events, decisions, and actions, and suggest lessons that can be learned (ethical judgment)◦ Content -relationships between people and the environment in different communities

Science :◦ Competences-Consider some environmental consequences of their actions◦ Content - water sources, including local watersheds- water — a limited resource(Province of British Columbia, 2015) Toocheck, C.. (2006). Runing through

the forest [ photo]. www.freeimages.com.

Learning outcomes that can be integrated into units on responsibility for the environment

Grade 3 Social Studies ◦ Competences -Explain the significance of personal or local events, objects, people, and places (significance)-Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)◦ Content -relationship between humans and their environment

Science :◦ Competences-Identify some simple environmental implications of their and others’ actions◦ Content - biodiversity in the local environment(Province of British Columbia, 2015)

Toocheck, C.. (2006). Runing through the forest [ photo]. www.freeimages.com.

Tumble Books The Justine McKeen series by Sigmund Brower. ◦ This series comes in set of three read along books for children reading at a grade 1

to 4 level.◦ In the first book Justine Mckeen queen of clean , Justine and her friends promote

the importance of reducing ,recycling, and reusing (Brower, 2011).◦ In the second book Justine Mckeen walk the talk, Justine and her friends attempt

to encourage others to walk more often instead of driving ( Brower, 2012). ◦ In the third book Justine Mckeen pooper scooper , Justine and her friends work to

clean up a park in an effort to bring their school librarian back to work (Brower, 2012)

Whamond, D. (2011). Justine Mckeen[ picture]. http://asp.tumblebooks.com/Home.aspx.

Tumble Books Mason Moves Away by Amy Crane Johnson◦ This is a picture book that is appropriate for use with k to 3 students. This story is

about a beaver whose home becomes threatened when people started to move into the forest. Eventually the beaver and his animal friends become friend with the humans and the humans help relocate the beaver’s home to a better area of the forest (Johnson, 2004)

Mommatres, R. (2004). Mason moves away[ picture]. http://asp.tumblebooks.com/Home.aspx.

eBooksWhat Does it Mean to be Green? by Rana DiOrio ◦ This ebook includes a read aloud option for beginning readers. The words are

highlighted as they are narrated. ( DiOrio, 2011) ◦ This book provides examples of everyday tasks that young children can complete

that contributes to the environment (DiOrio, 2011).

Blair, C. (2004). What does it mean to be green?[ picture]. http://www.amazon.com.

eBooks◦ Zombie Kids Go Green by Julia Dweck ◦ This book is about a group of Zombie kids who are trying to stop humans and other

monsters from completing acts that are harmful to the environment. For example vampires who waste energy and kids who forget to turn off their faucets. The book also reminds children of animals such as spider, that may seem creepy but are actually important to the environment (Dweck, 2014)

Draisey, M. (2014). Zombie kids go green [picture]. http://www.kitereaders.com.

Videos Virtual Field Trip - Amazon Rainforest ◦ https://www.youtube.com/watch?v=JEsV5rqbVNQThis video takes children on a tour of the Amazon Rainforest. It demonstrates to children that the rainforest is home to many plants and animals.

Virtual Field Trips. (2014, November 1). Virtual field trip - Amazon Rainforest [Video file]. Retrieved from https://www.youtube.com/watch?v=JEsV5rqbVNQ

Videos The Nature Connection with David Suzuki - Episode #2 Urban Ecology ◦ https://www.youtube.com/watch?v=AwsPrl1Dwp4◦ In the video David Suzuki takes a group of children on a field trips to learn about

different aspects of the environment. The children learn about the connection between humans and the environment. The children also learn about protecting the environment.

David Suzuki(2009, May 4). The nature connection with David Suzuki - Episode #2 urban ecology [Video file]. Retrieved from https://www.youtube.com/watch?v=JEsV5rqbVNQ

Apps ◦Marine Missions by National Geographic ◦ This app takes children on a tour of the world’s oceans. Children learn about the

importance of water conservation and keeping the ocean clean. In the app children help clean up the oceans ( National Geographic Society, 2011).

National Geographic Society. (2011). Marine Missions [screenshot]. https://itunes.apple.com.

Apps ◦ Gro Recycling by Gro Play◦ This app teaches children to short garbage into recycling bins. It also teaches

children to create creative and usable items from leftovers and garbage (Gro Play, 2015).

◦ Gro Recycling by Gro Play◦ This app teaches children to short garbage into recycling bins. It also teaches

children to create creative and usable items from leftovers and garbage (Gro Play, 2015).

Gro Play. (2015). Gro Recycling[screenshot]. https://itunes.apple.com.

Books ◦ The Earth Book by Todd Parr. ◦ The book empowers children to be responsible for the environment by providing

examples of child friendly activities that kids can do to help protect the environment (Parr, 2010).

◦ This book comes with a poster of the ideas mentioned in the book (Parr, 2010).

Parr, T. (2010).The EARTH book[ picture]. http://www.amazon.com

Books ◦ The Everything Kids' Environment Book by Sheri Amsel◦ This book covers a wide range of environmental topics such as the rainforest, the

ocean, animal extinction, and things that kids can do to help protect the earth (Amsel, 2007).

◦ The book requires a higher reading level but the book can be used with younger students if the teacher reads it with the children.

Ragen, D. (2007).The everything kids’ environment book[ picture]. http://www.amazon.com

Works Cited ◦ Grisham, D. (2013). Love that book: Multimodal response to literature. The Reading Teacher.

67(3), 220-225.◦ Kleckner, K. (2014, August 19). The book is far superior to the ebook for early literacy: Up for

debate. School Library Journal. Retrieved from http://www.slj.com/2014/08/opinion/debate/ebooks-ufd/the-book-is-far-superior-to-the-ebook-for-child-development-up-for-debate/

◦ Province of British Columbia. (2015). Social Studeis k to 7 Draft curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum

◦ Paul, A. M. (2014, July 1). Eight reasons why print trumps digital for readers. School Library Journal. Retrieved from http://www.slj.com/2014/07/technology/eight-reasons-why-print-trumps-digital-for-reading/

◦ Serafini, F., & Youngs, S. (2013). Reading workshop 2.0: Children' literature in the digital age. The Reading Teacher, 66(5), 401-404.