[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-152094-en":3,"doc-seo-152094-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},152094,2336475104957,"นรินทร์","https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136",2,"Literature","3 - Pollution Matters: The Lorax Landscapes - Lesson 3 of 3","Lesson 3 of 3 guides students through The Lorax by Dr. Seuss to study how pollution changes land, mood, and living environments. Students listen to the story, discuss visual art elements in the illustrations, and recreate scene analyses from before and after the Onceler arrives. Learners examine cause-and-effect relationships connected to pollution, focus on mood shifts, and use key vocabulary to support their thinking. Students then create persuasive writing comparing and contrasting the Lorax’s habitat.","UNIT: POLLUTION MATTERS THE LORAX LANDSCAPES (Lesson 3 of 3) Grade Band: 3 , 5  \nContent Focus: Visual Arts & Science  \nLEARNING DESCRIPTION  \nIn this lesson, students will listen to the story The Lorax by Dr. Seuss. Students will discuss the elements of art they see in the illustrations. Then, students will recreate their own scene analysis of the illustrations before and after the Onceler arrives in the story. Students will also focus on the changes in mood throughout the story. Students will then create a persuasive writing piece comparing and contrasting the Lorax’s habitat.  \nLEARNING TARGETS  \n\n| Essential Questions | “I Can” Statements |\n| --- | --- |\n| How can art be used to compare and contrast | I can create a persuasive piece to compare and |\n| the land of the Lorax before and after the | contrast the scenes in the Lorax’s habitat before |\n| Onceler? | and after the Onceler. |\n| How can you analyze the mood in a piece of | I can create a piece of art that shows the cause |\n| artwork using key vocabulary? | and effect of the pollution that occurred in The Lorax. |\n\n| What are the effects of pollution on people and the environment? |  |\n| --- | --- |\n\nGEORGIA STANDARDS  \n\n| Curriculum Standards | Arts Standards |\n| --- | --- |\n| Grade 3: | Grade 3: |\n| S3 L2 . Obtain, evaluate, and communicate | VA3 PR.1 Creates artworks based on personal |\n| information about the effects of pollution (air, land, and water) and humans on the | experience and selected themes. |\n| environment. | VA3 PR.2 Understands and applies media, |\n| a. Ask questions to collect information and | techniques, and processes of two-dimensional |\n| create records of sources and effects of pollution on the plants and animals. | art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe |\n| b. Explore, research, and communicate | and appropriate manner to develop skills. |\n| solutions, such as conservation of resources |  |\n| and recycling of materials, to protect plants | VA3AR.1 Discusses his or her artwork and the |\n| and animals. | artwork of others. |\n\nSOUTH CAROLINA STANDARDS  \n\n| Curriculum Standards | Arts Standards |\n| --- | --- |\n| Grade 5:\u003Cbr>5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment. | Anchor Standard 1 : I can use the elements and principles of art to create artwork.\u003Cbr>Anchor Standard 2: I can use different materials, techniques, and processes to make art.\u003Cbr>Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media. |\n\nKEY VOCABULARY  \n\n| Content Vocabulary | Arts Vocabulary |\n| --- | --- |\n| ●  Compare/contrast-To find similarities and differences between two things\u003Cbr>●  Cause and effect-A relationship between two events or situations where one event (the cause) directly results in the other event (the effect)\u003Cbr>●  Pollution-The introduction of harmful or toxic substances, known as pollutants, into the environment | ● Color-An element of art with three properties: 1) Hue: the name of the color, [e.g. red](e.g. red), yellow, etc. , 2) Intensity: the purity and strength of the color (brightness or dullness) , 3) Value: the lightness or darkness of the color (shadesand tints)\u003Cbr>● Warm colors-Yellow, orange, red (and shades of each) |\n\n| ●  Conservation-The careful management, protection, and preservation of natural resources, the environment, and wildlife to prevent depletion, degradation, or extinction\u003Cbr>●  Environment-The conditions and factors surrounding an organism or group of organisms, influencing their development, behavior, and survival. It includes both biotic factors (living elements like plants, animals, bacteria) and abiotic factors (non-living elements like sunlight, temperature, water, soil, and air)\u003Cbr>●  Air pollution-Harmful gases and particles are released into the atmosphere, often from vehicle exhaust, factories, and ","cbCaihRgNZFyxmFm","https://ap.wps.com/l/cbCaihRgNZFyxmFm","pdf",1758796,1,6,"English","en",105,"# Learning Description\n# Learning Targets\n## Essential Questions\n## “I Can” Statements\n# Georgia Standards\n# South Carolina Standards\n# Key Vocabulary\n# Materials","[{\"question\":\"How do students compare and contrast the Lorax’s habitat in this lesson?\",\"answer\":\"Students analyze illustrations showing the land before and after the Onceler arrives, then recreate their own scene analysis and produce a persuasive writing piece comparing and contrasting the habitat.\"},{\"question\":\"What role does mood play in student activities?\",\"answer\":\"Students focus on how mood changes throughout the story and use art analysis to observe those changes in the illustrations.\"},{\"question\":\"Which vocabulary supports understanding pollution and its effects?\",\"answer\":\"Students use terms such as compare/contrast, cause and effect, and pollution, along with arts vocabulary like color (warm colors) and contrast to describe visual and environmental changes.\"}]","3 - 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