LevelsPart A:Grades 2-8Part B:Grades 6-8Variation: Grades 4-6

Subjects

Science, Social Studies,tanquaqe Arts

Concepts

• Our increasing knowledge ofthe Earth's ecosystems influ-ences strategies used for for-est management and envi-ronrnental stewardship .

• Increased public knowledgeof the environment and ofthe need for conservation ofnatural resources haveresulted in lifestyle changesin many cultures.

Skills

Discussing, Forming Concepts,Evaluating, Comparing andContrasting, Identifying MainIdeas

c'~ Technology Connec:tUms

Graphic Organizer Software

Materials

One copy of Dr. Seuss' TheLorax (either the book or themovie)

Time Considerations

Preparation: 15 minutesActivity: 50-minute period

OBJECTIVES -• Students wi)! discuss and analyze a fictional

story related to natural resources.• Students will determine whether the main

ideas of the story build a case for the conserva-tion and wise use of natural resources.

~-. - ~-- --- ---- --

BACKGROUND -.

A quick look around the home or schoolreveals how many items are made fromwood and other forest resources. Treesare important to us.whether they areused for products or left in their naturalenvironment where they provide oxygen,soil protection, beauty, and a habitat forplants and animals.

Humans have always depended on treesfor firewood, shelters, tools, paper, andmany other needs. In many parts of theworld, trees are removed from forestedareas without being adequately replanted.

Dr. Seuss'The Lorax presents an opportu-nity to have a conversation about theinherent value of forests and importanceof sustainable management. Given themany threats to America's private andpublic forests due to climate change,pests and pathogens, and land conver-sion, the story of Dr. Seuss'The LOTax canstart a dialogue about what is beingdone in America to protect the healthand productivity of our forests now andfor the future.

GETIING READY

Obtain a copy of Dr. Seuss' The LOTax toread aloud to your students, or considershowing the movie. For the Variationin Part A,write each question on an

'~ index card.

ASSESSMENT OPPORTUNITIES

• Students' discussion question answers canbe used to assess students' understanding ofthe environmental messages.

• c'~ Ask students to create a graphic organizer~ showing the main ideas presented.

DOING THE ACTIVITY

PARTA-Dr. Seuss'The Lorax

1. Read Dr. Seuss' The LOTax aloud or watchthe movie.

2. Ask students to list what they thinkthe major ideas of the story are.

3. Have them think about and answerthe followinq questions:• Why do you think the Once-ler did

what he did?• What patterns of change in the

environment did we observe?• What were environmental conditions

l1kebefore the company startedmaking "Thneeds"? What were theylike afterward?

• What was the author's messageconcerning what one person can doto save or destroy the environment?

Who Speaks for the Trees?() American Forest Fcundattcn

~\;;"~,;f."...,l,.;:'~~-' <;'l'~'~"'l"', J,.,;' ~ ",::" -v-:», ~~'''-~\;;:.' '''';''''.~:;/'' ,;).,~",~~:;:l..~".,.. '.... ~•• ,~ ,-~,-~,:,;~_,~., ~I r.•..•~••~~);"'i.

COpyrigh(201,l, American e~test,F()undation. The r~printing and dlStiibuti,?n of this ~ctivtty from Project'leam~ng Tree s '. \0'. :.-.;

"Pn~K-.SEnvironmental Education Activity Guide" is .tntended: for th~ W1Jiv~TsalPictures' film release of Dr. Seuss The Lorax. . " ":·Educat,ot5can receive the complete gUide hy attending a PlTworkshop. Visit www.plt.org for more information 'on additional .

" 'PLT' environmental education curricula and upc(j~ing workshops near you>: . . .'. ~ , < 1 •

Variation1. Ask students to name things fromnature (natural resources) that they use'to live, Examples include trees, water, air,minerals, and so on. Read Dr. Seuss' Theiorax aloud or watch the movie.

2. Divide the class into six groups. Giveeach group a card with one of the setsof questions below written on it. Eachgroup should discuss the questions,write down the answers, and be pre-pared to share them with the group.• How could the Once-1er have managed

his company to protect naturalresources and not run out of trees tomanufacture "Thneeds"? Is it neces-sary to protect all trees "from axes thathack"?

• What did the Once-ler mean by"UNLESS"?What responsibility does heseem to think "someone like you"needs to take? What kinds of thingscan we do today to ensure that treeswill be available for all different pur-poses in the future?

• Compare the Once-ler's attitudetoward the environment at thebeginning of the story with hisattitude at the end.

·READING·CONNECTIONS· .~

Carson, Rachel. A Sense of Wonder. Perenniallibrary. 1984. Filled with words and picturesto help keep alive the sense of wonder anddelight in mysteries of earth, sea, and sky..Grades 6+. ISBN:006757520X.

Geisel, Theodor (OT. Seuss). The I..orax. RandomHouse. 1971. In this classicstory,the once-ierdescribes how his greedy actions destroyeda beautiful and thriving environment.Children will enjoy the colorful charactersand rhyming verse. Also available inSpanish. Grades PreK-6. ISBN:0394823370.

Projed learning Tree. PreK-8 Activity Guide<DAmerican Forest Foundat1on

• The Once-ler explains his actions bysaying, "If I didn't do it, someone elsewould." Is this a good excuse fordoing what he did?

• The Lorax says he speaks for thetrees. What does this mean to you?What is the torax's attitude at theend ofthe story?

• What seems to be Dr.Seuss' purposein writing this fable? (Afable is afictional story that teaches a lesson.)

3. After groups have had time fordiscussion, have each group read theirquestions and answers to the class.Students can agree, disagree, or add tothe answers given by their classmates.

PARTB-The Sequel1. Either alone or in small groups, havestudents write and illustrate a sequelto Dr. Seuss' The Lorax. The sequel mightexplain how the Truffu1a tree made acomeback through replanting and propercare. The sequel could say what the newmanagers of the Truffula Tree Companyare going to do to maintain environmen-tal quality and at the same time makeThneeds.

Giono, Jean. The Man Who Planted Trees.Chelsea Green Publishing Co.1985-JeanGiono's beautiful allegorical tale isleqendary, Wr1tten in the 1950'S,its messagewas ahead of its time, inspiring readers torediscover the harmonies of the countrysideand prevent its wil1ful destruction. Grades4+. ISBN:1570625387.

leopold, Aldo. A Sand County Almanac. OxfordUniversity Pres s, '989. A S"nd County

Almanac combines some of the finestnature writing since Thoreau with anoutspoken and highly ethical regard forAmerica's relationship to the land. Grades6+. ISBN:019505928K

2. After the sequels are finished, askstudents to consider the followingquestions:• Does either the original Dr.Seuss

story or your sequel accuratelyportray industry?

• Which version, the original or yoursequel, appears to best describe peo-ple's attitudes in the region you live?

• What social and economic implica-tions will the actions suggested inyour sequel have for ensuring a qualityenvironment? Forexample, who willpay for the environmental protection?

• Who will pay for the damage to theenvironment if these actions proveunsuccessful?

• Who will provide Thneeds if theTruffula Tree Company doesn't?

3. Have students prepare a sequence forthe key events in both Dr. Seuss' The loraxand their sequel. Then, have studentsdraw a diagram or flow chart showingthe connections between characters inthe story (Swomee-Swans, Bar-ba-loots,Lorax)and the natural resources (Truffulatrees, clean air, clean water). Do any newcharacters or natural resources emerge inthe sequel? If so, how do they affect theoutcome ofthe original story?

MCClure,Michael Robert. Acorn Alone. A.R.E.Press. 1994. A story of dramatic effects ofdeforestation and now the Earth reclaimsand renews itself. Grades PreK-2.ISBN:0876043260.

Van AlIsburg, Chris. Just a Dream. HoughtonMifflin. 1990. When he has a dream about afuture Earth devastated by pollution, Walterbegins to understand the importance oftaldng care of the environment. Grades 1-5.ISBN: 0395533082.

YOUR COMMUNITY

What (Q1) your dass 401Ideas for Earth Day and every day

GETTING STARTED.•Start a class discussioll about Earth Day. what does

the day mean to your students? Why is it importantto take care of the Earth all year roul1d? what is ourcommitment to future generatiollS?

• Share articles and hews clil's about global warmihg.Why is this issue so important today and why iseducation about it so necessary? what can we doto help?

..Brainstorm a list of sim!,le Earth·friendly actionsthat people can de every day. such as challgillg toenergy·efficiellt lighbulbs. carpooling. pickillg uJ:llitter. and usihg both the frollt and the back ofscrap J:laJ:ler.

• Have stuclehts researc.h Hehry David Thoreau. JohhMuir.Rachel CarSOh.ahd other naturalists. what callwe learn from these individuals?

YOUR SCHOOL

.•Start a schoolwicle Earth Day camJ:laigll!Decorateyour classroom alld the hallways with posters thathave students' ehvironmental slogans. Have yourdass sign the !,Iedge on the front of this !,oster.

.•Have students share pro·environment ideas or acheer for Earth Day over the louds!,eaker or onyour school's radio or television station.

.•Cleah uJ:lyour school's playgroulld or a local !,ark.Give students free time afterwarcls to play gamesand enjoy the deall space they have created.

• Challehge studehts to a game of Earth Day Jeopardy.Create your OWhor use the ohe Ohthe EducatiohWorld Web site: www.educatioh·world.com/aJessohIdailylJ:l/dailylJ:l/dailylJ:l07S.shtml

• Write !,oems for the Earth. Enc.ourage students totry their hand at haiku. acrostic !,oems. or sha!,epoems.

REDUCE,REUSE.RECYCLE· Have studehts brihg ih recydable items ahd sortthem accordlhg to your state's retydihg regulatiohS.Kee~ a rUMihg cOUhtof how many items have beencollected In each category. You may waht to makeit even more ihteresting by having classes com~eteto see who retydes the most material.

· Make creations from recyclable materials, suchas tire swillgs or pinecone bird feeders for theplaygroulld.

· Decorate old t·shlrts ahd make them hew again .

· Invite park rangers. ellvirohmelltalists. or goverll-ment officials to s~eak with studellts about localf:Joliciesand volul1teering of:Jportuhities.

• Decorate trash bags with Earth Day messages foruse at a local supermarket .

• S!,read the word ... have each studeht share a ti!,for helJ:ling the envirOhmeht with 10 friehds orfamily members in ~ersoh. Ohthe f:Jhohe.or viaa-mail. Discuss how much imJ:lad can be made bysharing khowledge and using our voices ahd mihds.

• Learn about the ehvirOhment you live ih ahd havethe class do research specific to your region.Create materials to share with residehts Ohthebeauty of the regioh ahd how to keep it safe.

INTERNET RESOURCESEnvironmental Protective Agellcy Kids ClubWWYMtpll.govlkids

Center for Ehvirohmehtal Educatioll Ohlihewww.ceeonlihe.org

This site holps <hildreh explor. th.ir .""irOhmOhi ahd I•• rh howto proiect it. This sit. is • dYMmicresource for educators ahd stud.htS.fOUhded by JaYhi ahd Chevy ch •••.

More sUf:»ertitles for Earth Day and every day!

B,byBslug,RaffllIIus/rated by Ashlcy Wolff

_ ps: 978-D-517-58362-3(0-517·5&162-3)

-~~!W!!I BR:978-0-517-70977-1~===~~~~~:J (D-517-70977-5)

I Can Name 50 Tree. Today!All Aboul TreesHe: 978-0-375-82277-3

(0-375-82277-1)GLB: 976-0-375-92277-0

(0-375-92277-5)

GRADES PREK-3

~'?'oIl:a!~rif:~1Th" Bllrenstl!n Bu"Don't PollUte (AnymtJ,,)Sian and .Ian BerMtfllllpa: 078-lHl7l1-llza5I4

(O-67H23S1-4j

" I Rln I"" Rain Fomt;All AbDUlTrop/~1 RtlinFOl'llltlBonnl. WorthlIIuttr.1od by Aritl/Hf AaI%He: 978-0-375-81087-5

(1J.3'/5·81OIIHlGLB: 97S.Q.375il097-5

(0-375-91097-2)

Camp Gho,/-Aw,yJUdy D.ltonIllustrated by Alan Tle9ro,"PS: 978-0-4.40-40062-2

(0-440·40052-n

Flnt LightRlbo"", SteadHe: 978·1).375-64017-3

«(J.375-84017-6)GLB: 978-0-375-94017-0

(0·375-94017-0)

GRADES 1-4

Afternoon on the AmazonQMiry Pope Dlborn,lIIultrltod by S., Uurd_P9: 978·0·67H837H

(D-679-sem-s)I~~~!!11.GLB: 978-0-679-96372-1"" (O-67S-96372-3)

Dolphins at DaybreakQMiry Pope Daborn,lIIustrlted by SII MurdoCCIps: 978·0·679·58338-8

(O'679-S833B-X)GLS: 978.0.679-98338·5

(1).679-99338·4)

Good Mom/ng, Gorllla,QMiry Pope Osborn,IIIUltrated by SII Murdo",PS: 978-(J.375-80614-8

(0·375-6061H)GLB: 976+375·9061406

(0-375·90614-2)

GRADES 5 UP

F1u6h~Carl HI""nPB: 978-0-375-84185-9

(0-375·84185-7)He: 978-1).3750$2182,0

(0-3'/5·82182-1)GLB: 978.(1·375·92182-7

(0·375·92182·6)

O=lisleM1g Library auaD availabl'~e__ """'I=zi_••••••••• lliiiiii;:====:':::::

1,,.,. at TwllIghlQ..", I'ape OsbameIIfIIItmrlI'" Sol Mur.co~ fIi+6l9.!IOO65-2

(~3)Gl8:9i»~8

~90&5-8)

HootQc.rl_P8:~!)',"m-6

'G-!4~1Il:~"1

lI).V...mt&4)He: !fT&.O.l)5.~>8I·3

tl).m.U'~3)at.8:~V~..(I

(o-~tI-&)

Hame: _

The path to re(ydin9Directions: Solve the maze a"d helf:' these reusable objects make their way to the recycli"g bin.

To read all of Dr. Seuss's books,visit your local library or bookstore.

EDUCATORS: Plelse mike cOflies of this activity sheet for your students.

•• RANDOM HOUSI•• e ••••.••••• ••••• K.

Hame: _

A tree planting (QMpaignDirections: Count u,., the number of trees there would be if ....

I "Ianted one tree ...

(Alii. yo., f'iend', frl.nd', n••••)

(FIllInyo.r frltnd', n•••t)

(An in your ••••• ) (An I. yoor frlo.,f, frl•• d', •••• 0)

(FIlii. your frlenls frI.nd', "' ••,)

(Allin yo., frlond', .Ime)

and told two friendsto "Iant a tree ...

(filii. your frlt.d's frl.nf •• 0 •• ')

and my two friends toldtheir two friends to "Iant a tree ...

. . . then __ ~~_ trees were "Ianted because of me!«(ovM •• d fin I. thl

numbo, of t,,")

To read all of Dr. Seuss's books.visit your local library or bookstore.

EDUCATORS:Please nll,ke copies of this activity sheet for your students.

Name: _

Directions: Write a letter to Mother Earth stating what youwill do to hel" "reseNe her.

Dear Mother Earth,

I sf'eak for you.

Yours truly.

To read all of Dr. Seuss's books.visit your local library or bookstore.

EDUCATORS:1"ellse make cOl'ies of this IIctiv\tg Jheet for your stvcleMs.

Share TMt LO~AXb'l Pr. Seuss-a perfe(t hic.hoff for tarth Pay(elebrations in the (iassrooMt "-

• Q

•

~~-w~~ __~~~~_14Rt:~~2337-9 (0·394-52337·0)6!3:~9H2337-6 (0·394-92337·5)ro:~7393-639H (0-7393·6391·3)

ABOUT THE BOOk

Long before saving the earth became a global concern,Dr. Seuss, s~eaking through his character the torax,wamed against mindless ~rogress and the danger it~osed to the earth's natural beauty.

"The big, colorful plc+ures and thefUh images, wordl'lays ahd rhymesmake this an amusihg exposlflonof the ecology crisis."

-SCHOOL LIBRARV JOURNAL

CLASSROOM DISCUSSIOW

• what was the land of the Lorax like before the nnce-ler arrived? Did it seem like someplace you'd like tolive? what j:larts of your own environment would yoube sad to see go?

• what kind of I=>ersonis the once·ler? why won't helisten to the Lorax? The Lorax says to the Once·ler,"You are crazy with greed." Why does the Lorax saythat? Do you agree or disagree?

• Why does the Lorax speak for the trees? Why is itimJlortant to speak u~ for others? Have you eversJloken uJl for someone else? Has someone else eversl>0ken ul>for you?

• Howdoes the once·ler's Thneed business hurtthe lanelof the Lorax? what haj:l~ens to theSwomee-swans. the Brown Bar-ba-Ioots, andthe Humming-fish? How could things have beendiffereht if the Once·ler listened to the Lorax?

• what do you think the boy hearing the story will dowith the Truffula seed that the once-ler tosses tohim? what would you do if you were the boy?

• Do you think the Lorax and his friends will comeback if new Truffula Trees grow? Where do you thinkthey have been?

• The once-ler says. "Unless someone like you cares awhole awful lot, nothing is going to get better. It'snot." What does the Once-ler mean? Can one I'ersonmake a difference? Can you? what are some thingsyou can do to better your own environment?

• Howdoes the once-ler feel about what his Thneedbusiness did to the Lorax and friends?

• Dr. Seuss used bright colors on some ~ages of thebook and dull colors 01'1 others. Did you notice this?Why do you think he did that?

• why is THELORAXcalled a cautionary tale?