file · Web viewPollution: An Inconvenient Truth – Day 1 . Objectives: The students will be able to discuss and give examples of the consequence that pollution and global warming

Pollution: An Inconvenient Truth – Day 1

1. Objectives: The students will be able to discuss and give examples of the consequence that pollution and

global warming are having on our planet. The students will be able to write a reflection paper explaining how their feelings about the

problem of pollution and global warming and how they may be contributing to the problem.

2. Materials: Al Gore’s An Inconvenient Truth Movie Powerful Pollution Pictures

3. MN Science Standards: The student will explain and give examples of how science can be used to make informed ethical

decisions by identifying likely consequences of particular actions. The student will identify and research an environmental issue and evaluate its impact.

4. Anticipatory Set: Show the “Powerful Pollution” Pictures

- Have the children start thinking about how these pictures make them feel. Introduce the major goals and projects of the upcoming 10 day unit on pollution:

- PowerPoint Pollution Presentations- Pollution Jars- Water Testing Project- Pollution Poster Session - Clean up the Mississippi River Day

5. Procedure: Show a portion of Al Gore’s An Inconvenient Truth

- Have the children jot down interesting facts, and information that struck them. Conduct a Think-Pair-Share Activity allowing the students to discuss what they found to be

interesting and shocking about the movie. They should also discuss some things they didn’t know before or want to learn more about.

Have the children write a minimum of a page reflection on how the Inconvenient Truth that was talked about in the movie could possibly have an effect on their lives.

As children finish up their reflections, the remaining students can draw pictures of what they saw to go along with their reflection if time permits.

6. Closure: Inform the students that later today they will be typing up their reflections in Ms. Shaleen’s

computer class. The students are to print out their reflection during computer application class, and turn one copy

in to me during class tomorrow, and save one copy to Ms. Shaleen for their pollution poster.

7. Informal Assessment: I will informally assess my class by walking around during the think-pair-share activity and by

listening to students conversations. I will assess the students’ answers to the questions I pose during the share portion of the lesson.

8. Formal Assessment: The students will be formally assessed by being evaluated on their reflection papers they wrote

that were based on the video

9. Modifications: Make sure that children who are hearing impaired are closest to the TV during the movie. Present instructions both visually and verbally so all students know what is expected of them. Make the text/pictures large enough for all students to see. Provide guided notes and vocabulary sheets for struggling students.

10. References: An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore. 2006

Sustainability: Calculating My Ecological Footprint – Day 2

1. Objectives: The students will be able to assess the negative impact that they are having on our planet through

the analysis of their ecological footprint. The students will understand the concept of sustainability. The students will be able to discuss their plans to change and limit the ways they are harming the

planet.

2. Materials: Computers for each student Sustainability Clip: http://www.youtube.com/watch?v=9gGr5Nkp0yQ Website: http://www.zerofootprintkids.com/kids_results.aspx Data Chart Sheet Ecological Footprint Questions



4. Anticipatory Set: Have the children watch a short video clip on sustainability. Discuss what sustainability is and some instances in the video that could be contributing to our

planet’s sustainability problem. - Exploiting natural resources without destroying the ecological balance of an area.

Have the children brainstorm a list of some of the activities they take part in during their daily lives to personally contribute to the sustainability problem of our planet

- Create a list on the board. - Talk about what might happen if no one cared about sustaining our planet.

5. Procedure: Introduce the ‘Ecological Footprint’ activity Lead the children to the computer lab where they will calculate their own ecological footprint. Have the children log onto the website: http://www.zerofootprintkids.com/kids_results.aspx Instruct the children to take the ‘Ecological Footprint’ survey filling out the following portions:

- Transportation - What You Eat- Home and School- What You Use- What You Throw Away

When the students have finished answering all of the questions, have them fill out their data sheets with the totals for each result category listed: Carbon, Land, Trees, Water, and the Total.

Bring the students back to the classroom to briefly discuss their results and answer the question sheet provided.

http://www.zerofootprintkids.com/kids_results.aspx


6. Closure: Inform the students that later today they will be graphing their data in Ms. Adachi’s math class so

they should hold onto their results and make sure to bring them to her class. Let the students know that they will be using this data they have collected, as well as the graphs

they create to add to their pollution posters.

7. Informal Assessment: I will informally assess my class by walking around while the children are working on calculating

their “ecological footprint.” I will assess the students’ answers to the questions I pose during the computer lab activity.

8. Formal Assessment: There is no formal assessment for this lesson.

9. Modifications: Make sure directions are given both verbally and visually for all students to understand. Make sure students who are hard of hearing are sitting in the front of the class. Make sure there is access to a computer for those children in wheelchairs. Provide guided notes and vocabulary sheets for struggling students.

10. References: http://www.zerofootprintkids.com/kids_results.aspx http://www.youtube.com/watch?v=9gGr5Nkp0yQ


Pollution Presentation Introduction – Day 3

1. Objectives: The students will be able to research and compile data and information about a specific type of

pollution. The students will be able to begin creating an informational PowerPoint that accurately explains a

designated type of pollution to be presented to their classmates.

2. Materials: Pictures of each different type of pollution A piece of paper with each type of pollution written on it Pollution Presentation Rubric Pollution Presentation Instructions/Requirements Library books on air, water, light, thermal, visual, personal, soil and noise pollution.



4. Anticipatory Set: Hang the types of pollution pictures on one side of the board in random order, and on the other

side the names of the various types of pollution Allow the students to work together to match the pictures to the type of pollution. When the students are done, have them talk about what they think each picture is showing and

generally what each type of pollution might be referring to.

5. Procedure: Introduce the Pollution PowerPoint Presentation Activity

- Discuss and distribute the project instructions as well as the rubric/requirements:1. Definition of the type of pollution (general overview) 2. Pictorial examples of the specific pollution type3. Who/what sources are contributing to this type of pollution4. Places around the world that are having a problem with this type of pollution 5. Discuss the impact this type of pollution is having on the lives of many individuals

around the globe6. Locate any activist groups working to promote pollution reduction for this specific

type of pollution. Discuss what they are trying to accomplish.7. Discuss how you plan to limit this type of pollution in your future8. Include at least one graph and one statistic about your specific pollution type9. Provide at least two interesting/shocking facts you discovered while researching

your type of pollution. 10. 5-10 minute presentation of your information to the class11. A well polished PowerPoint presentations that is visually appealing

Divide the children up into eight presentation groups:

- Air Pollution- Water Pollution- Light Pollution- Noise Pollution- Thermal Pollution- Visual Pollution- Personal Pollution - Soil Pollution

Allow the children the remainder of class to work on finding/gathering information in the books provided in class.

6. Closure: Inform the students that later today they will be working on researching their pollution topic in

Ms. Shaleen’s computer class. Ms. Shaleen will be helping them create their PowerPoints and practicing their presentations that

will be due a week from today; next Wednesday.

7. Informal Assessment: I will informally assess my class by walking around while the children are working on

researching/gathering data for their projects.

8. Formal Assessment: There is no formal assessment for this lesson.

9. Modifications: Assign specific task for the group project for students who struggle with staying on task. Make sure there is access to large print text for those students who have visual impairments. Explain rubrics orally as well as handing out a print out so all the students are able to understand

what is expected of them.

10. References: N/A

Water Pollution “Pick Your Pollutant” – Day 4

1. Objectives: The students will be able to distinguish between healthy drinking water, and water that is

undrinkable. The students will be able to discuss some of the main types of pollutants that damage water

sources today. The students will be able to conduct an experiment that will allow them to see the effects of a

specific pollutant on a pond ecosystem.

2. Materials: Different pollutants (oil, dish soap, soda, toothpaste etc.) “Pick Your Pollutant” Journal “Pick Your Pollutant” Instructions/Requirements Sand Pond Water Bugs, Snails and Fish



4. Anticipatory Set: Pollution Water Activity

- In front of the classroom set up a display of six “polluted” and “non-polluted” glasses of water. o Glass #1 – Vinegar and Watero Glass #2 – Food Coloring and Watero Glass #3 – Tap Watero Glass #4 – Chocolate Milk and Watero Glass #5 – Water and a Skittle

Journal Reflections- Have the children pull out their journals and predict which glasses of water they think

are polluted, which ones are not, and why. o Have the children jot down what they think the sources of pollution could have

been that contaminated the water. o Have the children share some of their answers with the class. Discuss specific

glasses and concepts that haven’t been addressed after the children are done sharing their ideas.

Show the children a PowerPoint pollution discussing non-point pollutants and point sources of pollution.

5. Procedure: Introduce the “Pick Your Pollution” Activity

- The children will be making a glass jar ecosystem where they will observe the affects a specific pollutant has on the organisms and plant life in their ecosystem. This activity will be ongoing for the rest of the pollution unit.

Have the children divide up into groups of 4 and set up their jar ecosystem. - Have the children put a layer of sand on the bottom of the jar that was collected from

around the river.- Have the children place at least 4 pond plants in their jar.- Allow the children to pick either 3 mini snails, or minnows to place in their jar.

The children will then brainstorm with their group, the type of pollutant they would like to test on their jar.

The children will add a dropper full of their pollutant to their jar. Have the children log their original observations of the jar, and draw a picture of the ecosystem.

6. Closure:

Inform the students that they will be making observations of their jars for the next week. The final drawings and observations will be compiled into a “Pick Your Pollutant” booklet. Results will be turned in on the last day of the project.

Remind the children that they are to bring in labeled water samples from around the community (lakes, rivers, water fountains etc.) to be tested in class tomorrow.

7. Informal Assessment: I will informally assess my class by walking around while the children are working on setting up

their “ecosystems.”

8. Formal Assessment: The children’s observations/findings will be collected and graded on the final day of the project.

9. Modifications: Assign specific task for the group project for students who struggle with staying on task. Make sure that children who are visually/hearing impaired are sitting at the front of the

classroom. Explain project instructions/requirements orally as well as handing out a print out so all the

students are able to understand what is expected of them.

10. References: N/A

Humans in the Biosphere: Air Pollution – Day 5

1. Objectives: The students will be able to conduct an experiment that will allow them to calculate the number

of particles in an air pollution sample. The students will be able to predict the number of particles in a collected air pollution sample. The students will be able to discuss their findings and compare their results with other students in

the class.

2. Materials: Humans in the Biosphere Lab Manual Packet Goggles 4 Microscope Slides Petroleum Jelly Tongue Depressors 4 Petri Dishes Glass Marking Pencil Microscope Gloves



4. Anticipatory Set: Air Pollution Pre-Lab

- Have the students work with their lab groups (groups of 4) to complete the air pollution pre-lab worksheet.

- Bring the class back together to discuss their answers before starting the lab. - Review with the children the Lab Safety Rules

5. Procedure: Humans in the Biosphere Part A

- Have each group obtain 4 Petri dishes, 4 tongue depressors, for glass slides, and some petroleum jelly.

- Have the children create four particle traps that will be placed in the bottom of their Petri dishes. These Petri dishes will be set out in four different places throughout the school building to trap air particles.o Have the children find four different places around the school to set out the Petri

dishes for 20 minutes with their lids off.

“Pick Your Pollutant” Observation

- Have the children examine their pollution jars and take notes of any changes or observations they see while the Petri dishes sit out for 20 minutes. The students are encouraged to draw a picture of their ecosystem for their journal.

Humans in the Biosphere Part A Cont. - After 20 minutes, have the children collect their samples and label them with their

names as well as the location of the Petri dish, and then return to the classroom.- Remove the particle trap, and as a group analyze the particle collection under a

microscope. - Count the number of trapped particles and record them in data table 1. Repeat this

step for each particle trap. - Calculate the average number of particles trapped in each of your particle traps and

record this in data table 1. Report findings to the class. 6. Closure:

Have the students clean up lab and complete their data tables. Inform the students that they will be using this data in Ms. Adachi’s class to talk about mean,

median and mode.

7. Informal Assessment: I will informally assess my class by walking around while the children are working on their lab.

8. Formal Assessment: The children’s lab manual will be collected and graded at the conclusion of this two day lab.



students are able to understand what is expected of them. Make sure there are low lab tables for those individuals in a wheel chair.

10. References: Lab: Investigating Air and Water Pollution (Prentiss-Hall Inc.)

Humans in the Biosphere: Water Pollution – Day 6

1. Objectives: The students will be able to conduct an experiment that will allow them to calculate the pH of a

water pollution sample. The students will be able to analyze their water pollution findings and apply what they have found

to their “Pick Your Pollutant” jar. The students will be able to discuss their findings and compare their results with other students in

the class.

2. Materials: Humans in the Biosphere Lab Manual Packet Goggles Water Samples A, B, C and D/Control (Obtained from three different groups jar samples) Plastic Gloves 3 Stirring Rods pH Test Paper 3 Test Tubes w/ Stoppers 3 Dropper Pipettes



4. Anticipatory Set:

Water Pollution Pre-Lab (Pick Your Pollutant Observation)- Have the children examine their pollution jars and take notes of any changes or

observations they see. The students are encouraged to draw a picture of their ecosystem for their journal.

- After the students are done making their observations, have them obtain water samples from three of their classmates’ jars and seat themselves at their lab table when finished.

- Review the Lab Rules with the children before starting the experiment.

5. Procedure: Humans in the Biosphere Part B

- Have the children observe their water samples and record the odor of each sample.- Have the children determine the pH of each sample by using a dropper to pipette the

water onto the pH paper. Compare the color immediately with the pH chart and record data in table 3.

- Have the children test each water sample for detergents by shaking up the tube. Record results in Table 3.

- Repeat the process for each of the other water samples.

- Have each student test their water sample that they brought in for pH levels and save the data for math class today.

6. Closure: Have the students clean up lab and complete the post lab activity “Analysis and Conclusions”

worksheet with their group. Discuss the findings as a class to compare results.

7. Informal Assessment: I will informally assess my class by walking around while the children are working on their lab.

8. Formal Assessment: The children’s lab manual will be collected and graded at the conclusion of this two day lab.



students are able to understand what is expected of them. Make sure there are low lab tables for those individuals in a wheel chair.

10. References: Lab: Investigating Air and Water Pollution (Prentiss-Hall Inc.)

Air Pollution What Are We “Ghana Do About It” – Day 7

1. Objectives: The students will be able to identify and list the reasons why the dumping of our electronic waste

in Africa is harming individual’s lives and health. The children will be able to understand how the dumping of electronic waste in Ghana is

contributing to the air/water pollution problems around the world. The students will be able to locate Ghana, Africa on a map and explain why it might be an ideal

sight for the dumping of electronic waste.

2. Materials: Waste in Ghana Video http://www.youtube.com/watch?v=pr1zQrXM_7s “Pick Your Pollutant” Journal “Guided Questions for Electronic Waste” worksheet. GoogleEarth Clean Up the Mississippi River Day Permission Slips



4. Anticipatory Set: Have the children observe their jar ecosystems and draw a picture/journal about their findings. As a class, brainstorm different sources of air pollution and write them on the board.

5. Procedures: Watch the Waste in Ghana Video http://www.youtube.com/watch?v=p1zQrXM_7s Conduct a Think-Share-Pair Activity

- Hand out the “Guided Questions for Electronic Waste” video, and have the children discuss the questions based on the video they have just seen. When the children are done bring them back together to discuss their findings.

- Go over the unanswered questions on the worksheet as a class. Conduct the Google Earth Activity

- Locate Ghana, Africa on Google Earth and have the children discuss its location in relation to the US and why it might be an ideal site for dumping of electronic waste.

After watching the video, discuss how the situation in Ghana, relates to the air pollution problem.- Are things like this happening in our own country? - What are the ethical/moral issues behind this situation?- What could we do to solve this pollution problem?

6. Closure: Hand out the “Clean Up The River Day” Permission Slip to be turned in on Monday. Inform the students that tomorrow they will be discussing light pollution and noise pollution by

conducting and activity in the classroom.

7. Informal Assessment:

I will informally assess my class by walking around while the children are working on their “Ghana” worksheet.

8. Formal Assessment: There is no formal assessment in today’s lesson.

9. Modifications: Make sure that children who are visually/hearing impaired are sitting at the front of the

classroom.

10. References: N/A

Power Point Presentation Day – Day 8

1. Objectives: The students will be able to accurately present their collected information to their classmates

about their specific type of pollution. The children will be able to professionally present their research to their classmates.

2. Materials: Computer Adapter Sound Cord



4. Anticipatory Set: Have the children observe their jar ecosystems and draw a picture/journal about their findings.

5. Procedures: Allow the children to present their Pollution PowerPoints to their classmates.

- A few questions about their presentations will be asked by the teachers/classmates at the end of the presentation. At least 2 classmates have to ask a question to the individuals presenting.

6. Closure: Introduce information about the DNR representative that is coming into their class tomorrow. Have the children come up with two questions they can ask the DNR Representative tomorrow

during class and write them down on a sheet of paper and turn them in before they leave.

7. Informal Assessment: I will informally assess my students by observing/analyzing their answers to student’s

questions/my own question after each presentation.

8. Formal Assessment: I will formally assess my students by using the designated project rubric to grade each groups

Pollution PowerPoint/Presentation.

9. Modifications: Have those children who are hearing impaired sit up front during the presentations. Ask guided questions to those children who are struggling with their presentation.

10. References: N/A

Winona DNR Representative Guest SpeakerEffects of Pollution on the Mississippi – Day 9

1. Objectives: The students will be able to understand the main pollution problems that the Mississippi River has

faced in the past, as well as the problems it is facing today. The children will be able to come up with a plan for how they intend to reduce the amount of

pollution around the Mississippi River. The students will be able to discuss their results from their “Pick Your Pollutant” Activity

2. Materials: “Pick Your Pollutant” Final Journal The children’s created questions for the presenter.



4. Anticipatory Set: Have the children observe their jar ecosystems and draw a picture/journal about their findings

one last time. Introduce the DNR representative to the class.

5. Procedures: Have the DNR representative discuss the pollution problems of the Mississippi River for the first

half an hour of class. - Encourage the children to ask their questions they generated during the presentation. - The children should write down 5 things that they learned from the presentation.

For the remaining 20 minutes of class, allow each group to present their findings of their jar ecosystem to the class.

- The children should include their pH findings with their journal when they turn it in from the previous water pollution lab.

6. Closure: Discuss the expectations of the field trip tomorrow and what the children should bring. Allow the children time to ask questions about the field trip tomorrow. Make sure permission

slips are collected.

7. Informal Assessment: I will informally assess my students by observing the questions they ask during the presentation.

8. Formal Assessment: I will formally assess my students by grading the “5 things I learned” sheets from them after the

presentation.

9. Modifications: Have the children who are hearing impaired sit close to the front during the presentation. Provide guided notes and vocabulary sheets for struggling students.

10. References: N/A

Clean Up The Mississippi River Day – Day 10

1. Objectives: The students will be able to identify the main types of pollutants that are affecting the Mississippi

River today. The students will be able to understand the positive impact they can have on their planet if they

help to pick up the Earth.

2. Materials: Garbage Bags Gloves Journals Waders



4. Anticipatory Set: Have the children observe their surroundings and record their findings in their journal. Have

them record what they see, feel, hear and smell that could be contributing to the polluting of the Mississippi River.

5. Procedures: For the remainder of the day, the children will work together with their classmates to clean up the

Mississippi River. - WE NEED TO COME UP WITH ACTIVITIES TO MAKE THIS MORE STRUCTURED!!

6. Closure: The students will share their journals with their classmates to discuss what they have learned. The students will report back to school, and turn their journals into Ms. Miskowski.

7. Informal Assessment: The students will be informally assessed by observing their attitudes/actions during the pick up

the Mississippi River Day.

8. Formal Assessment: The students will be formally assessed by reading their journals that were written today during

their experience.

9. Modifications: Students who are in a wheel chair

10. References:

N/A

Documents

file · Web viewPollution: An Inconvenient Truth – Day 1 . Objectives: The students will be able to discuss and give examples of the consequence that pollution and global warming