Environmental Concerns (Topic F, Stage 2/3)


Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting

Content: Expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.




3.0 Students acquire
information, recognize distinctive
viewpoints and further their
knowledge of other disciplines.


3.1 Students address concrete
and factual topics related to
the immediate and external environment.


  • 3.0 Learn about major environmental issues human beings face today in general, including causes and effects, which have impacted people’s lives. Example: global warming, loss of natural resources, renewable energy, recycling, ozone depletion, and pollution. (Academic)
  • 3.1 Describe the environmental issues in the Chinese speaking country and explain the cause and effect of these issues. (Academic)
  • 3.1 At a meeting of Earth Consciousness Club, present a simple plan describing what people do to save the earth (e.g. Earth Day). (Real-World)
  • 3.1 Discuss with your Chinese speaking social media friends (on Facebook, Tweeter, Weibo, Renren, QQ...) what people can do as individuals on the daily basis to help improve the environment (Real-World)

Health, G.3.1.5.P
Listening and Speaking, G.3.2.3
Health, G.3.1.5.P,
Social Sciences, G.3.5.3,
Sciences, G.3.3.c, G.4.6.c,
Theatre, G.3.5.1, G.4.5.

Communication: Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language Standard  Objective Relevant Core Standard

3.0 Students use planned language (paragraphs and strings of paragraphs).

3.1 Students engage in oral, written, or signed (ASL) conversations.

3.2 Students interpret written, spoken, or signed (ASL) language.

3.3 Students present to an audience of listeners, readers, or ASL viewers

  • In a PowerPoint presentation, explain causes of pollution using appropriate terminology.(Academic)
  • Make a presentation about phenomena that are occurring as a result of human activities (e.g., emission of carbon dioxide caused by driving and heavy industrial activities that cause global warming) to an organization that wants to reduce, reuse, and recycle in order to minimize waste and conserve resources.(Real-World)
  • Participate in a discussion during a meeting of a Chinese civic organization about problems in students’ immediate environment or other countries and possible solutions. Example: to cut down waste in the schools and in the neighborhood, sort the cafe trash into compostables and recyclables. (Real-World)
  • After visiting China, discuss what people in the target cultures do to help with the environment.(Real-World)
  • Demonstrate understanding of information on environmental concerns from a variety of sources such as TV, news, magazines, newspapers and the internet.(Academic)
  • View video texts regarding recycling, global warming, and environmental issues in the target cultures and summarize in paragraphs or string of sentences the main ideas of each text. (Academic)
  • Demonstrate understanding of main ideas and key details by writing paragraphs about various environmental issues and conservation efforts.(Academic)
  • In your role as a member of a Chinese-speaking youth council, present problems and propose solutions to environmental issues in the United States and in the Chinese-speaking world. (Real-World)
  • Produce a poster to promote the green concept. (Real-World)
  • Create an illustrated food chain with short paragraphs describing interrelationships between elements on the chain and their external environment. (Academic)
  • Use a brochure or create a public-service announcement to illustrate and describe a local environmental initiative. (Real-World)  
  • Deliver a presentation on efforts that are underway to reduce/remedy pollution in their immediate/external environment. (Academic)
  • Make a chart illustrating a change in the local environment over time: temperatures, air quality, and loss of habitat. (Academic)
  • Create and narrate a short film showing a nearby spot that is somehow affected by environmental change. (Real-World)
Health, G.3.1.6.P
Health, G.5.1.3.P

3.4 (Functions)
Students describe, narrate, explain, and state an opinion.

3.5 Students demonstrate understanding of the main idea and key details in authentic texts.

3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.

  • Describe and explain the local and global causes and effects of pollution. (Academic)
  • Express on a blog environmental concerns in the target culture and describe the actions taken to solve these problems. (Real-World)
  • Write an article that promotes the green concept providing details of a plan to solve environmental problems. (Real-World)
  • Read informational brochure from China to find out about current environmental issues:  中国儿童百科全书上学就看:地球村,环境污染. (Academic)
  • Respond to articles on the website featuring video texts and news articles on the environment. (Real-World)
  • Create a visual, audio or video text presenting a current environmental issue in China to be included in a visual display of current issues, causes and solutions. (Real-World)
  • Explain to peers what to do on a daily basis to demonstrate environmental awareness. (Real-World)
  • State one’s ideas on ways to conserve through the 3 Rs: reduce, reuse, and recycle to promote and participate in saving earth’s resources during a class discussion. (Academic)
Health, G.3.1.6.P, G.3.7.2.P
Listening and Speaking, G.3.2.3
Listening and Speaking G.3.2.3
Music, G.4.5.2
Culture: Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.
World Language Standard
 Objective Relevant Core Standard
3.0 Students determine appropriate responses to situations with complications.
3.1 Students use products, practices, and perspectives in culturally appropriate ways.
3.2 Students describe similarities and differences within the target cultures and among students’ own cultures.
3.3 Students describe how products and practices change when cultures come in contact.
  • State an opinion in a subtle manner in a sensitive situation where tactful use of language is required as when speaking to people of authority/position (e.g., when speaking to elders and civil servants) (Real-World)
  • In groups, students write about energy use in either China or the United States., using information such as per capita energy usage, number of cars per capita, etc.  Groups present their results and the class compiles information on both countries. Students make suggestions of what can be done to help reduce energy use in Chinese speaking countries and in the United States (Academic)
  • Describe the phenomenon of secondhand shops (apparel, shoes, kitchen ware, and furniture) in the United States to Chinese speakers unaccustomed to this practice. (Real-World)
  • Report on what local Chinese people do in their communities to promote green concept and to help improve the environment. (Real-World)
Health, G.3.7.2.P, G.3.8.2.P
Theatre G.5.3.2
Health, G.3.8.2.P
Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)
World Language

 Objective  Relevant Core Standard
3.0 Students use knowledge of text structure to understand topics related to the external environment.
3.1 Students use paragraph level discourse (text structure) to produce formal communications.
3.2  Students identify similarities and differences in the paragraph level discourse (text structure) of the languages the students know.
  • Highlight transitional phrases in a text about an environmental change in China.  Fill out a cause and effect chart based on article. (Academic) 
  • For a poster session, use transitional phrases to produce a poster illustrating a causal chain in the local environment, with paragraphs explaining each step of the chain. (Real-World)
  • Select a public announcement regarding environmental protection in a Chinese speaking country, write a letter responding to it and send it to the Chinese Environmental Protection Agency. (Real-World)

Setting: Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language Standard  Objective


3.0 Students use language in informal and some formal settings.
3.1 Students initiate age appropriate cultural or language use opportunities outside the classroom.
  • Create posters and brochures and give them to public facilities in local Chinese communities, such as libraries and Chinese schools to promote the green concept and to provide solutions to environmental concerns, e.g., biking/ walking to school/work, carpooling, taking public transportation, recycle fairs, local botanical plant a tree, or earth day celebrations. (Real-World)
  • Write a letter or email to the Environment Protection Agency in a Chinese speaking country in support of policies for promoting the green concept or explain how to help improve the environment. (Real-World)
  • Conduct surveys in Chinese communities on awareness of environmental issues and solutions. (Academic)
Health, G.3.7.2.P, G.3.8.2.P
Sciences, G.3.5.e
Math G.3.2.1, G.4.1.1