Elementary Education
Central Washington University
Department of Education
Heidi Clum & Megan McCallum
Lesson Title/Focus: Water Pollutants
Input: This is a four-day lesson plan.
Time Frame: This is a four-day lesson plan. Each lesson will be between 20 to 40 minutes in length.
Audience: 4th Graders
Instructional Materials Needed: Computers, paper, pencils, clipboards, rubber gloves, plastic garbage bags, crayons, markers, pastels, cups, water, vinegar, sugar, citric acid, salt water, vinegar, and cotton swabs.
Lesson Objective:
a. Students will be able to identify different water pollutants.
b. Student will be able to identify how water pollutants effect the environment.
EALRS:
Writing:
EALR 2: The student writes in a variety of forms for different audiences and purposes.
2.2. Writes for different purposes.
EALR 3: The student writes clearly and effectively.
3.3. Knows and applies appropriate grade level writing conventions.
EALR 1: Integration
1.1: Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.
1.3: Investigate and Think Critically: Research, manages, and evaluates information and solve problems using digital tools and resources.
EALR 2: Digital Citizenship:
2.1: Practice Safety: Practice safe, legal and ethical behavior in the use of information and technology.
2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning.
2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively.
ISTE Standards:
Creativity and Innovation:
b. Create original works as a means of personal or group expression.
(Students will draw pictures that express their feelings and attitudes towards the water pollution they have seen.)
c. Use models and simulations to explore complex systems and issues.
(Students exploring the wetland to generate "bigger ideas" about pollution in our water systems.)
d. Identify trends and forecast possibilities.
(Students identify pollutants that affect environment and construct possible ways to fix the problem.)
a. Plan strategies to guide inquiry
(Students are asked to think about ways people could help prevent certain kinds of water pollution.)
b. Locate, organize, analyze, evaluate, synthesize, and ethnically use information from a variety of sources and media.
(Students use the computers to locate information and evaluate how the community can help prevent water pollution.)
Critical thinking, Problem Solving, and Decision Making:
a. Plan and manage activities to develop a solution or complete a project.
(From going to the wetland to researching different pollutants on the computer, students will come to the conclusion of how to prevent water pollution in their community.)
b. Collect and analyze data to identify solutions and/or make informed decisions
(Students see pollution in the wetlands, then they research it, after students come to the conclusion of how they can fix the problem.)
Technology Operations and Concepts:
a. Select and use applications effectively and productively.
Transfer current knowledge to learning of new technologies.
(Students will use the Internet as a source to find information on water pollution.)
Grouping Students for Instruction: Students will be in groups of 3 to 4. Students will be working inside and outside and will stay in their assigned groups for all activities.
LEARNING EXPERIENCES
Direct Instructions:
Day 1: Wetland Adventure
Students will have paper, pencils, clipboards, rubber gloves, and plastic garbage bags.
Anticipatory set: As a class we will fill out a KWL chart on water pollution.
Students will go to a local wetland and look around to find as my types of pollutants as possible. One student will be the "recorder" and will write down the types of pollutants they find. After about 10 minutes students will come together as a group and discuss the things they have discovered.
Discuss the visible pollutants and those that are not seen.
After discussion in their groups students will go around and pick up the litter and put it in their garbage sacks. Students will take the trash back to their school and put the litter in the garbage cans.
Day 2: Preventing Pollution
Students will have paper, crayons, markers, crayon pastels, and other art supplies.
As a whole class a review of the pervious day will be discussed, talking about the ways people can help prevent kinds of water pollution. The teacher will write on the board the examples the students come up with.
Students will draw the kinds of water pollution they saw the day before at the wetland. Students will then share in their groups the pictures they have made.
Day 3: Invisible Pollutants
Teacher will mix different water pollutants (i.e. sugar, salt, vinegar, citric acid.) into the cups of water. These will represent the water pollutants that we cannot see.
Students will be given cotton balls, which will be used to taste and identify the different "pollutants" in the water. Students will record each "pollutant" they think they are tasting. This will lead into discussion about pollution that can't be seen.
Day 4: Computer Application
Students will research water pollution and find information and pictures of other sources of water that are toxic. Students will (in their groups) record and share this polluted water supply is affecting the environment surrounding it. Students will write out a plan to use with their family to help prevent pollution in their neighborhood and community.
Students will then finish their KWL chart to see the new knowledge they have gained.
Assessment: Journal
Students will write in their journals to check for their understanding on water pollution. The teacher will have three main objectives the students need to include in their journal entry.
The teacher will use this as a way to assess the students on their understanding on water pollution and this unit.