3rd Grade STEM LESSON Target Subject/ Course: - Life Science / Pollution Key Learning Goals: To gain an understanding of pollution on a local and global scale. This will include the effects of pollution on the environment and the volume used daily. AKS / GPS Connection: - Explain the effects of pollution and humans on the environment (GPS, ITBS) (3SC_D2006-13) Scenario: 21st Century Skills: Global awareness of how pollution effects not only the local environment but the world as a whole. Culminating Product or Event: Resources Needed (Equipment / Technology):

Teacher

Jeff Holmes

School Norton Elem Unit Title Pollution Grade Level 3rd Subject(s) Targeted Title of the Lesson: Pollution

Life Science

Lesson Essential Questions: What is Pollution? What are the different forms of pollution? How can we decrease pollution?

AKS: Explain the effects of pollution and humans on the environment (GPS, ITBS) (3SC_D2006-13) Objectives Students will be able to do the following:  

Define what pollution is. Understand the various types of pollution.



Learn how to decrease pollution in our community.

Safety Considerations: Follow normal classroom rules. Wear gloves while collecting any trash. Scientific Background for the Teacher This is an introductory lesson to use in a unit about pollution. Pollution is the action or process of making land, water, air, etc., dirty and not safe or suitable to use. (Noise is another form of pollution) Pollution is becoming a greater issue due to the ever expanding human population. It is causing many environments and organisms that live in our world to adapt and/or even disappear. Without some form of conservation global pollution will soon change the way many humans view and even live in on earth. The largest way to help reduce pollution is to Reduce, Reuse, and Recycle. Other examples are to car pool, take shorter showers, and pick up trash. Many substances are biodegradable which is defined as: capable of being slowly destroyed and broken down into very small parts by natural processes, bacteria, etc. Paper and food products are examples of things which are biodegradable. Plastic and cans are NOT biodegradable! Recycle is defined as: : to pass again through a series of changes or treatments: as a : to process (as liquid body waste, glass, or cans) in order to regain material for human use b : RECOVER 6 c : to reuse or make (a substance) available for reuse for biological activities through natural processes of biochemical degradation or modification Materials and Setup  PowerPoint on types of pollution  Lined paper (two per student)  Pencil  Gloves  Trash bags The Learning Plan: Engage: (Day 1) Show PowerPoint on pollution (Without explaining the pictures) just prompt students by asking the following questions: 1. What belongs in this picture/ what doesn’t? 2. When complete ask what all of these pictures have in common? (They show some type of pollution) 3. When complete ask them if they have ever seen anything like this before and where. (The goal is to get them to think of all the pollution around them every day.) Explore: (Day 1) Students will create a list of all types of pollutants and where they might be found. Have students think of the pictures in the PowerPoint to assist them. Provide clues where pollution is found such as: roadside, park, lake, school, cities, forests……

Ask them the following questions: 1. 2. 3. 4.

Which things would pollute the Land? Which things would pollute the Water? Which things would pollute the Air? Is there any other type of pollution? (noise)

Hopefully students will discuss that many pollutants can be found in multiple areas. Revisit the list on the board and discuss any changes with the class. Lastly have the students visualize all the pollution they see every day. (Think of photos from PowerPoint) and ask these questions:  How does the pollution make you feel?  Do you want pollution around you? Have students write their responses on a sheet of paper. Response needs to be at least ½ a page, using descriptive words or details and complete sentences. Explain: (Day 1) Give students a chance to share their responses with the class. Pollution is defined by Merriam-Webster as: the action or process of making land, water, air, etc., dirty and not safe or suitable to use. In other words, they can think of pollution as something that doesn’t belong and harms the surrounding area. Examples to review with class may be as follows: Air- smoke, gasses, car exhaust (deplete the ozone layer) Land and Water- Paper, oil, grease, plastics, rubber……(trash) Noise- factories, construction, loud music See if this prompts any more responses from students! Ask by a show of hands who enjoys the following:    

Breathing Smokey air? Swimming in dirty water? Playing around trash? Listening to loud noises all the time?

Elaborate: (Day 2) Ask the following questions and discuss with the class: 1. “What happens to the trash once you put it in the trash?” 2. “Where does it go? “ 3. “What happens to it?”

4. “Does it all dissolve or get recycled?” They will now have a choice to be either a plastic bottle or a piece of paper. Have them write their choice at the top of a new sheet of paper (Title). Their job is to now act as if they are that plastic bottle or a piece of paper and will write about what happens to it. The process may take a day, week, or even a month, they will decide. The story will begin at a store and the students will write about the experience they have as that item. The more detail the better and don’t just stop when it reaches the trash. Think about where it goes from there. Use your imagination and be creative and use lots of details. There can be many different outcomes try to make yours unique. Choose students to read their adventure aloud. Evaluate (Assess): Day 3 Students will create a list of the four types of pollution and give examples of each. They will then write a plan on how they can help reduce the pollutants both at home and while at school. They will need to respond in complete sentences and give valid reasons for their plan. This list and plan will be graded along with their bottle or paper story. References Georgia Science 3rd Grade Teachers Edition (2009) Houghton Mifflin, Boston, MA http://www.merriam-webster.com/dictionary/pollution

Optional Lesson Components Misconceptions/Alternate conceptions :  Pollution isn’t going to affect me.  If we put trash in the garbage or recycle bin we’re it won’t pollute the environment. Books:  Air Pollution by Darlene R. Stille  The Magic School Bus Gets Cleaned Up  The Berenstain Bears Don’t Pollute (Anymore) by Stan Berenstain   

The BP Oil Spill by Peter Benoit The Solution to Pollution for Kids by Abriana Davies Recycle! By Gail Gibbons

Video: 

Pollution Solutions by Bill Nye The Science Guy

Interdisciplinary Components Math- Students will collect trash around school yard group it into various categories and graph the amount

collected. Differentiation All students can collect trash on the school grounds.  

Students of a higher level can graph the amount of trash collected by sorting into various groups. ELL students and lower level students will sort trash into various groups and draw a representation of what was collected.