1. Dear Children of the Earth A Letter from, Home
So begins a remarkable letter from Mother Earth asking for help from children everywhere. She writes to express her love for each and every child and asks for their love and appreciation in return.
Written by
Schim Schimmel

2. In all of children's literature there is no message more tender and meaningful that this "letter from Home." In her own words, and with all of her heart, Mother Earth enfolds children with love and entrusts them with her protection. Hers is a message for today and forever

3. The paragraphs of the letter are intermixed on each page with the various animal and earth pictures. The letter asks kids to respect the environment and why, in very generic terms, environmental preservation is important to children.
I enjoy reading this book aloud to my students. They enjoy not only the beautiful illustrations, but also, the text of the story allows them to begin thinking critically about the world around them and their responsibilities.

4. After reading this book as a class, we have a large group discussion about why the environment is important, what students are currently doing to help the environment and ideas about future environmental activities. I then put students into small groups to brainstorm ways to make the environment better. We then come back as a group and everyone shares at least one idea.

5. KEY CONCEPTS
1. Sustainability of ecosystems:
Both the living (plants and animals) and non-living (air, water, soil) components of an ecosystem and how they work together.
2. What does the term “biodegradable” mean?
Items that can be broken down by the microorganisms in the ecosystem.
• Some examples of biodegradable items: Apple core, banana peel, cotton cloth, leather, wood, etc.
3. Explain the concept of conservation.
To control, regulate or manage a resource so it is available for present and future users.

6. Ways to Integrate into other Content Areas
English: Students may write a poem, essay, or short story related to global warming. Art: Students may draw or paint a picture depicting what they think the world will look like in 100 or 1000 years, if the greenhouse effect is not curtailed. Social Studies: Students may write to their local, state, and/or federal representatives about their concerns for the environment regarding global warming. Earth Science: Students may research the causes of global warming, the chemical makeup of the atmosphere, what is ozone, and other effects of pollution on ecology (acid rain, extreme weather patterns, animal extinctions, ocean levels rising due to polar ice caps melting).
Performing Arts: Students may write and act out a skit about global warming. They may also compose and perform a song (sing, rap, play an instrument). Speech: Students may write and present a persuasive speech confirming or denying the existence of global warming, making a convincing argument