TEACHER’S GUIDE Fluentize, LLC. Copyright 2024. For use only with license.

Earth Day: How Did It Evolve? (A2 - B1)

Preview
Part 1. Students describe the images and discuss the questions about the environment.
(1) This image shows an oil spill in the ocean.
(2) This image shows people using reusable bags when shopping.
(3) This image shows plastic waste on the ground.
(4) This image shows air pollution in a big city.
(5) This image shows someone using a refillable bottle.
(6) This image shows someone separating their trash into recycling bins.
Images 2, 5, and 6 show positive environmental impacts. Images 1, 3, and 4 show negative ones.
Answers will vary for other actions that can have a positive / negative environmental impact.

Part 2. Students take the short quiz about Earth Day. Students check this part later after watching the video.
Answers: (1) an oil spill (4) 22nd
(2) the USA (5) laws
(3) senator
Part 3. Students discuss how people can raise awareness or appreciation for our planet on Earth Day. They
use the images to discuss and suggest their own ideas too. Images show: volunteering planting a tree,
people participating at an environmental rally or event, or people picking up trask on the beach.

Viewing Activity
Part 1. Students choose the correct answers. They check if their answers in Preview, Part 2 were correct.
(1) an oil spill (4) 22nd
(2) the USA (5) laws
(3) senator
Part 2. Students complete the sentences with the numbers.
(1) On April 22nd, 1970, 20 million Americans demonstrated for a healthy, sustainable environment.
(2) In 50 years, our population has doubled.
(3) We're now emitting 2.4 times more CO2, and we're making 15 times more plastic.
(4) 150 million tons of plastic is accumulated in our ocean, that's 80 times the weight of all the whales
today.
Part 3. Students tick the 5 positive environmental impacts mentioned in the video.
(1) Cars are cleaner. (7) People are using refillable bottles.
(3) The ozone layer is recovering. (8) People are recycling.
(5) People are using reusable bags.

Viewing Follow-Up
Part 1. Discussion questions. Answers will vary.
Part 2. Students read the sentences and choose the correct options about the quantifiers in bold.
(1) more (2) too many (3) too much
Part 3. Students describe the images and the possible impacts. They use the vocabulary with "too much" and
"too many".
CONTINUE TO NEXT PAGE
TEACHER’S GUIDE Fluentize, LLC. Copyright 2024. For use only with license.
Earth Day: How Did It Evolve? (A2 - B1)

Viewing Follow-Up (continued)

Part 3. Students describe the images and the possible impacts. They use the vocabulary with "too much"
and "too many".
(1) There is too much smog. This can damage the air quality.
(2) There are too many plastic bottles on the beach. This can harm the wildlife in the area.
(3) There are too many trees cut down in the forest. This can disrupt ecosystems and biodiversity.
(4) We use too much plastic packaging. This can cause pollution.
(5) There are too many cars on the road. This can damage the air quality.
(6) There is too much dirty water. This can be harmful to drink.

The Green Team: Earth-Friendly Campaigns

Allow students 15 minutes or so to prepare Steps 1 - 3. Engage in the steps with them if necessary, or monitor
student discussions. Then give feedback or ask questions after they present their ideas.

Follow-up Discussion Topics

Answers will vary. Discuss with students or monitor student discussions.

Quiz & Review

Part 1. Questions about the video.
(1) The idea for Earth Day came after an oil spill. Earth Day was created in the USA (California). A
senator created the idea for Earth Day. Earth Day takes place every year on April 22nd. On Earth Day,
many green laws (acts) were created, such as the "Clean Air Act" and "Clean Water Act".
(2) On April 22nd, 1970, 20 million Americans demonstrated for a healthy, sustainable environment.
In 50 years, our population has doubled. We're now emitting 2.4 times more CO2, and we're making
15 times more plastic. 150 million tons of plastic is accumulated in our ocean, that's 80 times the
weight of all the whales today.
(3) Cars are cleaner. People are using refillable bottles. The ozone layer is recovering. People are
recycling. People are using reusable bags.
Part 2. Students complete the sentences using too much or too many.
(1) Too much (4) Too many
(2) too many (5) too much
(3) too much (6) too much
Part 3. Students write their own sentences using too much or too many.. Answers will vary.
Lesson Reflection. Answers will vary.