KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: _Lindsay Cortellini, Annika Corcoran_________________ Date: __4/15/2014_____________ Cooperating Teacher: _Professor Verano_____________________________ Coop. Initials: _______________

Group Size: 24____________________ Allotted Time: _60 Minutes_____ Grade Level: ________2________ Subject or Topic: ___Science: Land, Air & Water Pollution_______________________ Section: _EEU 205 _______

STANDARD: 4.5.K.C: Identify different types of pollution (land, water, or air) and their sources. 4.5.2.C: Identify how people can reduce pollution. I. Performance Objectives (Learning Outcomes) A. The second grade students will identify the components of one type of pollution by researching and presenting a paper that displays correct information and terms. B. The second grade students will describe how parts of the environment (land, water, air) are polluted by completing an exit slip with 7/10 pollutants correctly labeled. Instructional Materials Air pollution video (3:32) http://www.brainpop.com/science/ourfragileenvironment/airpollution/ Water pollution video https://secure.brainpop.com/science/ourfragileenvironment/waterpollution/ Water 2 Liter plastic soda bottle Matches 3 graphic organizers per student Computers Informational books on pollution Poster paper Exit slip (attached) Subject Matter A. Prerequisite Skills 1. Components of the environment.

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2. Basic understanding of pollution. B. Key Vocabulary 1. Pollution: Something in the environment (a substance, chemical, gas, ect.) or the introduction of something into the environment that has harmful or poisonous effects to the earth. This includes living and non living organisms. 2. Fossil fuel: A hydrocarbon deposit, such as petroleum, coal, or natural gas, derived from living matter of a previous geologic time and used for fuel. 3. Smog: fog or haze combined with smoke and other atmospheric pollutants. 4. Acid rain: rainfall made sufficiently acidic by atmospheric pollution that it causes environmental harm, typically to forests and lakes. The main cause is the industrial burning of coal and other fossil fuels, the waste gases from which contain sulfur and nitrogen oxides, which combine with atmospheric water to form acids. 5. Run off: Water that drains from the surface of an area of land, carrying substances (harmful and non harmful) that end up in bodies of water as well as our drinking water. It may also absorb into soil of surrounding land. C. Big Ideas 1. The types of pollution. 2. How pollution is made. 3. How the earth is influenced by different types of pollution. IV. Implementation A. Introduction 1. The teacher will ask the students what they remember about pollution. Call on students. 2. If students are missing some main points, make sure to add them. Main points: waste, pollutant, aspects of the environment. 3. The teacher will announce to the students what they are learning about today. i. Today we will be learning about the different types of pollution to the environment. 4. The teacher will now perform a simulation of air and water pollution. i. Fill 2 liter bottle with a half cup of water. ii. Light match and drop it into the bottle. iii. Put the cap on the bottle and seal it. iv. Squeeze the bottle a few times. 5. You will see a cloud of smoke when there is no pressure on the bottle. When you squeeze the bottle the smoke will disappear. The smoke from the match gives the water vapor something to collect on. This shows how fog (water vapor in the air) and the smoke (pollutant) combine to create smog. 6. Pass around the bottle for each student to see up close.

7. Discuss as a class why they think we did this experiment and what it is showing us. Leave the answer unknown for now. Just let the students discuss the possibilities and provide questions to create a more meaningful thought and questioning process. i. What if we didnt put the cap back on? ii. What was happening? iii. How does this relate to pollution? B. Development 1. Assign partners. 2. The teacher will explain what the students will be doing and their expectations. 3. Each pair of will receive a type of pollution. Distribute the types of pollution evenly among the partners (4 pairs with Air, 4 with land, 4 with water). 4. The teacher will hand out graphic organizers to each student. The pairs will work together to fill out information on their specific type of pollution. 5. Informational books and computers (pre opened websites) are available to research. The teacher will require them to use both. i. Air pollution video: http://www.brainpop.com/science/ourfragileenvironment/airpollution/ ii. Water pollution video: https://secure.brainpop.com/science/ourfragileenvironment/waterpollution/ iii. Children friendly pollution websites: http://eschooltoday.com/pollution/air-pollution/air-pollution-facts.html http://www.clean-air-kids.org.uk/information.html 6. Allow the students to research and write down information for about 10-20 minutes depending on how fast the students are able to fill out the information. 7. Have students get together with the other students who were assigned the same type of pollution. There should be 3 groups of 8 students. 8. Instruct the students to share the information and what they learned about their type, especially information that other students did not find. 9. Next, the students will put their findings on a large sheet of paper. Students may draw, write words and/or sentences on the paper. Allow students 5-10 minutes to do this. 10. Have each group put their paper in the front of the class. 11. Hand out the rest of the graphic organizers. Everyone should have three at this point. 12. The teacher will call each group to the front of the class to teach the rest of the class about their type of pollution. As they teach the class, the students will fill out information (words, pictures, sentences) on their organizers. 13. Allow the class to ask the group questions. C. Closure 1. As a class discuss the importance of this lesson. Ask questions to guide classroom

discussion. i. Why do you think it was important to learn about air, land, and water pollution? ii. What are the pollutants that cause harm to our earth? iii. What do you think we can do to help the environment? 2. Go back to our experiment. Ask the students if they still think the same way about it. Also ask them now that they have learned more about pollution, what type of pollution the simulation represents. Why? Whats happening? 3. Explain the importance of the experiment if students have not figured it out. i. Our experiment shows how smog is made. It is a combination of water and air pollution. The pollution in the water travels into the air through regular fog/ water vapor in the air. This creates smog, which is pollution in the air. 4. Conclude the whole lesson. Review the important terms and information covered. 5. Hand out exit slip and allow students to complete. D. Accommodations 1. Partner work is used to clarify and reinforce concepts. 2. Extra Time will be provided when needed. 3. Graphic organizers are used so students can have them right on their desk to refer to. E. Assessment/ Evaluation Plan 1. Formative: i. Students will determine the different types of pollution and how they are created by completing an exit slip where students match the term to the example and provide a written response. 2. Summative- N/A V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. How could I have improved my lesson? 2. How engaged were students? 3. How clear was my delivery of the content? Resources A. https://secure.brainpop.com/science/ourfragileenvironment/airpollution/experiment/ B. Air pollution video: http://www.brainpop.com/science/ourfragileenvironment/airpollution/ C. Water pollution video: https://secure.brainpop.com/science/ourfragileenvironment/waterpollution/ D. Children friendly pollution websites:

VI.

http://eschooltoday.com/pollution/air-pollution/air-pollution-facts.html http://www.clean-air-kids.org.uk/information.html

Name: ________________________ Types of Pollution Exit Slip 1. Write a letter on each line to represent the type of pollution. L = Land Pollution ____ construction work ____ sewage ____ runoff ____ car exhaust ____ factories W = Water Pollution ____ landfill ____ forest fires ____ acid rain ____ smog ____ litter/trash A = Air Pollution

2. What is something you learned today that you didnt know before?