The Pollution Problem Earth Science Conserving Resources Protecting Earth

Winners! teacher notes adhere to the following format: A general introduction to the book A table of article information for the main articles Text Type

Science Concepts

Vocabulary Not Glossarized

Visual Literacy Features

High-Frequency Words

Phonics Revision

A table of outcomes, activities, and assessment for the main articles Language Mode

Outcome

Demonstration Materials

Student Task

Assessment

A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach, and for the students to apply learning. The notes also contain overhead transparencies for demonstration and blacklines for the students to complete.

A wrap-up of the book

The Pollution Problem – 

The Pollution Problem Introduce the Book Read the title to the students and have them look at the cover photo. Discuss this photo as it relates to the title. Introduce the discussion by asking questions such as: What do you think these people are doing? What are they wearing? Why do you think they need to wear protective clothing like this? What can you see on top of the water and on the stones on the shore? What do you think might be in the black plastic bags? Is this a good cover photo for a book with this title? Why or why not? Ask the students to share ideas and experiences about what pollution is and how people try to clean it up. Have the students turn to the contents page. Revise the purpose of the table of contents by asking questions such as: What does the table of contents tell you about what is in the book? Which page would you turn to if you wanted to find out about saving Lake Erie? Which article is the longest? What is the name of the first article in the book? Ask the students to share all the information they already know about pollution. Fill in the brainstorm map graphic organizer OHT (on page 19) with their responses. Have the students turn to pages 2–3 to establish a purpose for reading. Read the questions with the students. If they answer yes to any of the questions, invite them to share their information and add it to the brainstorm map. If they answer no to any question, explain that as they read the book they need to add their new knowledge to the brainstorm map. Ask the students to read aloud the words at the bottom of the page. Demonstrate how to use the pronunciation guide. Have the students read chorally the words five times to become fluent with the pronunciation. Invite the students to turn to the glossary on page 30. Have them look at the photos and read the glossary items and definitions. Write on the board any words in the glossary definitions that students do not know the meaning of, for example: interacting, material, nutrients. Tell the students that they need to reinforce the meaning of these words as they read.

The Pollution Problem – 

A Dirty World Article Information Text Type

Science Concepts

Vocabulary Not Glossarized

Visual Literacy Features

High-Frequency Words

Phonics Revision

Feature Article

Pollution harms natural habitats and ecosystems. Air, water, and land can all become polluted.

breathe, cause, crops, diesel, digest, exhaust, factories, fumes, harmful, landfill, metals, methane, mines, nature, petrol, poisons, rubbish, salt, smoke, soot, volcanoes, wastes, water vapour

Photos Captions

air, good, help, live, many, much, off, part, these

Consonant digraphs: chimneys; much; sheep, shines, ships; fresh, rubbish; their, they, things; breath; cough

Outcomes, Activities, Assessment Language Mode

Outcome

Demonstration Materials

Student Task

Assessment

Vocabulary

Use a dictionary to learn the meaning and other features of unknown words.

Word web OHT

Fill in word web. Write words in a sentence to show the meaning, using a dictionary to help.

Appropriateness of word web and sentences

Reading Comprehension

Make and confirm predictions about text by using prior knowledge and ideas in text.

Information chart OHT

Read article. Fill in the information chart.

Appropriateness of information in the chart

Writing Strategies/ Applications

Write a summary containing the main idea and significant information.

Idea web OHT

Write a summary.

Appropriateness of information in summary

Speaking and Listening

Give a short talk, using note cards to help.

Note cards

Students give a short talk, using note cards to help.

Quality and appropriateness of presentation

The Pollution Problem – 

Before Reading Introduce the Text and Build Background Have the students turn to pages 4–5 of the book. Read the title of the article. Look at the photos together. Have the students share their experiences of dirty air in the city. Ask questions such as: What do you notice about the air in two of the pictures? Why do you think the air is dirty? Have you ever seen air that looks like this? What do you notice about the air in the picture at the top of page 5? Why do you think the air looks clean? What do you think the man on page 4 is wearing, and what could it be for?

During Reading Demonstrate Reading Outcome

K

W

L

Use the KWL information chart OHT (on page 20). Tell the students that a good way to understand new information is to set out what you already know. Have the students turn to pages 4–5. Think aloud how you will use the title and photos on these pages to clarify what you already know about pollution. Write a bulleted list in the K column of the OHT, for example: • Water can be dirty • Dirt can be dangerous • People can clean up dirt Invite the students to make predictions about what they think they will learn when they read pages 4–5. Write up their predictions in the W column, for example: • Cities can be dirty • Air can be dirty • Dirt can come from cars and trucks Turn the pages and continue thinking aloud to the end of the article, using the subheadings and photos to clarify what you know about pollution. Hand out the KWL information chart graphic organizer (on page 20) and ask the students to fill in the first two columns independently, as you have shown them.

Review Glossary Vocabulary Have the students leaf through the article again, looking for the bold-faced words. Have the students read the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer back to the glossary to refresh their memories.

The Pollution Problem – 

Demonstrate Vocabulary Outcome Use the word web OHT (on page 21). Tell the students that you can add different word endings, or suffixes, to a base word. Write up the word pollution. Tell the students that pollute is the base word and -ion is a suffix that means process. Pollute is a doing word, or verb. Give the students an example of pollute in a sentence, such as: Fumes pollute the air. Pollution is a naming word, or noun. Write up pollution in a sentence, such as: Fumes are one kind of pollution. Tell the students that they will find the base word pollute plus different word endings several times in this article. When they have finished reading, they will write up the different forms of pollute on their word web. They will write each form of the word in a sentence, using a dictionary to help.

Teach Reading Outcome Hand out the KWL information chart (on page 20). Have the students read pages 4–5. They check their predictions, writing Yes or No next to them as appropriate and add information they have learned to the L column. Now have the students look at the subheading and photos on pages 6–7. Students add any information they already know about things in the photos to the K column. Invite the students to predict what they will learn about on pages 6–7 and have them write their predictions on the chart. Now have the students read pages 6–7. They check their predictions, and add the information they have learned to the L column.

K

W

L

Apply Reading Outcome Ask the students to read the rest of the article for themselves, filling out their charts as they read.

The Pollution Problem – 

After Reading Apply Comprehension Discuss the information the students learned from reading the article. Have them share how much they already knew and how much information was new. Add any new information to the brainstorm map graphic organizer. Ask questions to make sure the students understand the concepts, such as: What is pollution? What are some things that people do that cause air/water/land pollution? Where else can air/water pollution come from?

Apply Vocabulary Outcome Hand out the word web graphic organizer (on page 21). Tell the students to write the base word pollute in the centre bubble. Then have them go through the article again, looking for this word with different endings. Have the students write these words (pollution, pollutes, polluted) on the chart. Work together to write sentences using these words to show what they mean. Brainstorm more word endings to add to the base word (-ing, -er, -ant). Write up the words polluting, polluter, pollutant. Discuss the meanings and have the students add these words to their web and write them in sentences. They can use a dictionary to help.

Demonstrate Writing Outcome Use the idea web OHT (on page 22). Tell the students you are going to show them how to write a summary of one part of the article they have just read. You are going to write a summary about air pollution. You are going to refer to pages 6–7. You are making notes, so you will not be writing complete sentences. You will write the main idea in the centre bubble. Think aloud as you fill in the circles, for example: I think the main idea is things that cause air pollution, so I’ll write that in the centre bubble. Now I’ll write some details. Smoke and fumes from cars and buses. Smoke and fumes from factories. Methane gas from cows and sheep. Smoke from forest fires. Gases from volcanoes. Dust from dust storms. Tell the students that now they will use the idea web to make their own summary notes of some information from this article.

Apply Writing Outcome Hand out the idea web (on page 22). Tell the students to choose water or land pollution and use the idea web to make a summary in note form of this information.

The Pollution Problem – 

Demonstrate Oral Language Outcome Demonstrate drawing squares of equal size around each circle on your completed idea web. Cut out the squares and glue them onto individual index cards. Tell the students you are going to use the cards as notes to help you give a talk about air pollution. First you need to number the cards in the order you want to use them as you speak. You will start with the main idea, so that card will be number one. Demonstrate to the students that they can refer to pages 4–5 of the book to help them number the other cards, or choose their own order. Now demonstrate using the cards to help you remember the points you want to make as you give a short talk about air pollution. Remind the students to greet the audience, and tell them what the talk is going to be about, for example: Good afternoon, classmates. Today I want to talk to you about air pollution. What are some of the things that cause it? First…

Apply Oral Language Outcome Have the students use their completed idea webs to prepare note cards for a talk about their topic as you have demonstrated. Give the students an opportunity to rehearse their talk. Then have the students give the talk to a partner or to the group.

High-Frequency Words and Phrases Teach or revise high-frequency words and phonics as necessary.

The Pollution Problem – 

Earth Alert! Article Information Text Type

Science Concepts

Vocabulary Not Glossarized

Visual Literacy Features

High-Frequency Words

Phonics Revision

Photo essay

Pollution harms natural habitats and ecosystems. Air, water, and land can all become polluted.

Earth, harmless, heat, nature, nuclear explosion, oil, radiation, sewage, soil, sunlight, weather, wind

Photos Captions

air, around, change, help, live, move, much, must, over, people, them, these, time

Consonant digraphs: change, chimneys; much; fish, wash; that, the, them, there, these, this; Earth; when

Outcomes, Activities, Assessment Language Mode

Outcome

Demonstration Materials

Student Task

Assessment

Vocabulary

Use suffixes to help analyse the meaning of unknown words

Word web graphic organizer

Fill in word web.

Appropriateness of words

Reading Comprehension

Identify sequential order in factual text.

Flow chart OHT

Read article. Fill in flow chart.

Appropriateness of information on flow chart

Writing Strategies/ Applications

Write a paragraph with a topic sentence and supporting details.

Paragraph OHT

Write a paragraph using paragraph graphic organizer and flow chart.

Paragraph with all the features and appropriate information

Before Reading Introduce the Text and Build Background Have the students turn to page 12 and read the title of the article. Discuss the meaning of the word alert. Students look at the photos and think about what kinds of problems and dangers facing Earth they can see in them. Discuss with the students what they already know about pollution and the problems it causes.

Review Glossary Vocabulary Have the students leaf through the article, looking for the bold-faced words. Have the students read the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer back to the glossary to refresh their memories.

The Pollution Problem – 

During Reading Demonstrate Vocabulary Outcome Use the word web graphic organizer OHT (on page 23). Tell the students that many words have a part added at the end, or suffix. Knowing what the suffix means can help them work out what the word means. Write up the word harmless. Tell the students that -less is a suffix that means without. The word harmless means without harm. Tell the students that the word harm is on another page in the article with a different suffix and a different meaning. When they have finished reading, they will find this word. They will fill in two word webs with words that end with the two different suffixes.

Teach Reading Outcome Have the students read pages 12–13. Tell them that when they have read these pages you are going to ask them some questions. They need to read carefully and also look at the other features on the page to help them with comprehension. After they have finished reading, ask questions such as: Can air clean itself? How can nature clear away smoke? What happens to wastes and chemicals over time? What is the pollution problem? What happens to Earth when there is too much dirty air? Discuss with the students how they used the information in the text and the photos to help them work out the answers. Use the flow chart OHT (on page 24). Tell the students you are going to show them how to write information from the text on a flow chart in the order it happens to show cause and effect. For example, too much dirty air can cause global warming. Have the students look at the last paragraph on page 13 as you think aloud to fill in the flow chart. Let’s see, what happens first? Too much dirty air (or too much air pollution). I’ll write that in the first box. Then what happens? Dirty air traps too much heat from sunlight. I’ll write traps too much heat from sunlight in the second box. Third? Earth gets warmer. This is called global warming. I’ll write Earth gets warmer (or global warming) in the third box. Have the students notice that for this example, you did not need to fill in all the boxes on the flow chart. Tell the students that when they have finished reading, they will fill in a flow chart to show the order things happen for another kind of pollution that causes another effect.

The Pollution Problem – 

Apply Reading Outcome Have the students read pages 14–17. Check understanding by asking questions such as: How can chemicals from smoke and fumes build up in people’s bodies? How can air pollution from factory chimneys kill trees that are far away? How did chemicals leak into some people’s houses and gardens? How can oil poison a penguin? How can sewage make a beach unsafe for swimming? How can radiation close a playground?

After Reading Apply Comprehension Outcome Discuss with the students the various kinds of pollution from the article and the effects they have. Hand out the flow chart (on page 24). Write up the questions from Apply Reading Outcome above and have the students choose one. Tell the students to write up the order things happen on a flow chart to show the cause and the effect. Tell them to use as many boxes as they need to. They can refer to the book for help.

Apply Vocabulary Outcome Give each student two copies of the word web graphic organizer (on page 23). Have the students write the suffix -less in the centre bubble. Have them find the word harmless on page 12 and write it on their web. Brainstorm more words that end in -less together, such as painless, careless, helpless, thoughtless, meaningless. Discuss the meanings and have the students add these words to their web. Now have the students turn to page 14 and find the word harm with a different suffix. Write up the word harmful. Discuss the meaning and have students notice that harmful has the opposite meaning to harmless. Have the students write -ful in the centre bubble of their second word web. Students write harmful on this web. Brainstorm more words that end with -ful. Start with making words that mean the opposite of painless, careless, helpless, thoughtless, meaningless. Have the students notice that they cannot always make opposites with -less and -ful. Look at words such hairless, reckless, beautiful, wonderful, truthful, peaceful. Discuss the meanings together and have the students add them to their charts.

The Pollution Problem – 10

Demonstrate Writing Outcome Use the paragraph OHT (on page 25). Tell the students that you are going to use the organizer to show them how to write a paragraph with a title, a topic sentence and some supporting details. You are going to use your flow chart about air pollution and global warming to help you write your paragraph. Think aloud as you write the paragraph, for example: Let’s see, my paragraph is about air pollution and global warming, so I’ll make that my title. Now I need a topic sentence, to say what I am going to write about. How about this: Air pollution causes global warming. Now to say how the cause leads to the effect. I need to write what happens, in the order that it happens. Those will be my supporting details. I’ll write, Too much dirty air traps too much heat from sunlight. Then Earth gets warmer. This is called global warming. Title:

Topic sentence:

Supporting facts and details:

Apply Writing Outcome Hand out the paragraph sheet (on page 25). Tell the students to use their flowchart and the paragraph graphic organizer to write a paragraph about how one kind of pollution causes an effect. Remind them to use all the features of a paragraph.

High-Frequency Words and Phonics Teach or revise high-frequency words and phonics as necessary.

The Pollution Problem – 11

Saving Lake Erie Article Information Text Type

Science Concepts

Visual Literacy Features

Cause and Effect Article

There are things people can do to reduce pollution. Polluted environments can be reclaimed and/or restored.

Photo with caption Diagram with labels

Outcomes, Activities, Assessment Language Mode

Outcome

Demonstration Materials

Student Task

Assessment

Vocabulary

Use knowledge of suffix -ing to determine the meaning of words.

Word web graphic organizer OHT

Fill in word web graphic organizer.

Word web graphic organizer

Reading Comprehension

Extract information from factual text.

Flow chart OHT

Read article. Fill in flow chart to show cause and effect.

Appropriateness of information on flow chart

Writing Strategies/ Applications

Write a summary.

Idea web graphic organizer OHT

Write a summary.

Appropriateness of information on idea web

Speaking and Listening

Present the summary as a talk.

Completed idea web

Rehearse and present a talk summarizing how Lake Erie was saved.

Quality and appropriateness of presentation

Before Reading Introduce the Text and Build Background Have the students turn to pages 18–19 of the book and read the title of the article. Look at the photo and diagram together. Have students share ideas about and experiences of Lake Erie. Ask students questions such as: Where is Lake Erie? Why might people need to save Lake Erie? Have you ever seen a lake that was polluted? What did it look like? What did it smell like? How did you feel about it?

The Pollution Problem – 12

During Reading Demonstrate Vocabulary Outcome Tell the students that adding -ing to the end of a doing word, or verb, means that the action is going on, or continuing. Write up the word saving. Tell the students that this word comes from adding -ing to the verb save. Tell the students to look out for other words that end in -ing as they read the article.

Teach Reading Outcome Have the students read page 18. Use the flow chart OHT (on page 26). Tell the students you are going to show them how to fill in the flow chart to show cause and effect in the order things happened. Think aloud as you fill in the flow chart, for example: Let’s see, what caused Lake Erie’s pollution problem? Too many wastes going into the lake. I’ll write that in the first box. Then what happened? Too many tiny water plants grew. Then the plants died and started rotting. That goes in the third box. Next, tiny animals eating the plants used up oxygen. And then, there was not enough oxygen for the fish. That’s box five. And for the last box, I’ll write, a lot of dead fish and a lot of dead plants – a dying lake. Tell the students that after they have read the article, you are going to give them a flow chart to fill in to show how people saved Lake Erie.

Apply Reading Outcome Have the students read the rest of the article by themselves.

After Reading Apply Comprehension Outcome Hand out the flow chart (on page 26). Have the students fill in the chart to show how people saved Lake Erie.

Apply Vocabulary Outcome Hand out the word web graphic organizer (on page 27). Have the students write the word ending -ing in the centre. Have the students write the word saving in one of the bubbles. Now have the students find the other words that end in -ing in the article (going, rotting, dying, polluting) and add these words to their charts. Talk together about the base words (verbs) that these words come from. Now have the students add the ending -ing to these verbs from the article: eat, use, breathe, tell, make, begin, grow, live. Have the students add the -ing form of these words to their charts. Make sentences together using the -ing forms of all the words.

The Pollution Problem – 13

Teach Writing Outcome Use the idea web OHT (on page 28). Revise the features of a summary: the main idea and more details. Tell the students you are going to make a summary of the information on page 18. Think aloud as you fill in the idea web, for example: I think the main idea on this page is that Lake Erie was dying. So I’ll write that in the centre bubble. Now for the details. I’ll write all the reasons why this was happening. I could use my flow chart to help me here. So in this next bubble I’ll write, Too many tiny water plants grew. Then, the plants died and started rotting. Next, tiny animals ate the plants and used up oxygen. Then, the fish started dying. When the summary is complete, have students compare it with your flow chart and notice how it is different.

Apply Writing Outcome Hand out the idea web sheet (on page 28). Tell the students to fill in the idea web to make a summary of the information on page 19. They can use their completed flow chart to help them.

Demonstrate Oral Language Outcome Use your completed idea web. Demonstrate drawing squares of equal size around each circle on your completed idea web. Cut out the squares and glue them onto individual index cards. Tell the students you are going to use the cards as notes to help you give a talk about why Lake Erie was dying. First you need to number the cards in the order you want to use them as you speak. You will start with the main idea, so that card will be number one. Refer to your flow chart to help you order the rest of the cards. Now demonstrate using the cards to help you remember the points you want to make as you give a short talk about why Lake Erie was dying. Remind the students to greet the audience, and tell them what the talk is going to be about, for example: Good afternoon, classmates. Today I want to talk to you about a big pollution problem that happened at Lake Erie. Lake Erie was dying. Let me tell you why…

Apply Oral Language Outcome Tell the students they are going to prepare a talk about how people saved Lake Erie. Have the students prepare note cards from their completed idea webs as you have shown them. Students use the cards to help them rehearse and present a talk to the group.

The Pollution Problem – 14

A Place on Briggs Street Article Information Text Type

Visual Literacy Elements

Comic Strip

Illustrations Speech bubbles

Outcomes, Activities, Assessment Language Mode

Outcome

Student Task

Assessment

Reading Fluency

Read fluently with expression and intonation.

Make a presentation in groups of eight.

Ability to read fluently with expression

Before Reading Introduce the Text and Build Background Read the title with the students and have them predict what the story is about. Where do the students go to play games and have fun with their friends? Invite students to share their experiences. Explain to the students that they are going to read this comic strip as if it was a play script. The background colour behind the text will help them know which character is speaking.

Demonstrate Reading Outcome Read the entire text to the students, changing your voice for each different character.

During Reading Teach Reading Outcome Have the students read the text along with you, changing their voices appropriately.

Apply Reading Outcome Assign the students different roles. One student can be the narrator, reading the text in the black boxes, performing the sound effects, and reading the words on the banners. Have the students practise reading the article until they are fluent. Present readings to the class.

The Pollution Problem – 15

After Reading Discuss the story with the students. Use starter questions such as: Why were the girls playing in the street at the start of the story? Whose idea was it to clean up the empty lot? What did the girls have to do before they could start cleaning up? Who helped them? What were the councillors voting for? How did Mayor Stone help? Discuss students’ experiences of helping with community projects.

The Pollution Problem – 16

Multimedia Information Explore the multimedia pages with the students.

FAQS Discuss with the students how they use the Internet to access information. Have them read the FAQS page. Invite the students to formulate further questions that they think may be frequently asked about how people can help solve the pollution problem. List these questions and discuss the keywords that they would use in an Internet search for the answers. Assign the students the task of finding the answers on the Internet. Discuss the answers and also the process they used. Use questions such as these to start the discussion if necessary: How many sites did you have to visit in order to find the answers? Could you have refined your search better at the outset? Are there some sites, for example, Wikipedia, that you go to first? How can you check that information you find on the Internet is correct?

Big Beach Cleanup! Ask the students to share experiences of times they have helped clean up somewhere. Invite them to share ideas about why it is important to do this. Have the students read page 27, then discuss the text with the students. Use questions such as these to start the discussion if necessary: What sort of text is this? Where would you expect to find a poster like this? How else could the organizers of the Big Beach Cleanup advertise this event? What sort of rubbish do you think people are going to find on the beach? Invite the students to use the Internet to find out about real community cleanup events in their area. Work together to make a list of questions such as the ones below, and have students find the answers. Where is the cleanup? When is it? Who can help? What do helpers need to bring with them on the day?

The Pollution Problem – 17

Quick 8 Quiz Have the students take the quiz. Choose whether you want them to give the answers orally or write their responses (on page 29). You may want to use this as a formal assessment of science concepts, in which case you will not allow them to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32 of the book for clues that will direct them back to the appropriate page for the information.

Learn More Choose whether you want the students to work independently or in pairs, and in ability groups or mixed ability groups to learn more about things that are made from paper. You may need to specifically teach the following: • How to use people, and/or books, and/or the Internet to find information • How to take notes • How to draw diagrams • How to order facts • How to choose subheadings • How to revise a draft • How to check spelling, grammar, and punctuation • How to present work appropriately Set a time for the research project to be finished. Tell the students the form that the presentation will take.

Wrap-Up Refer back to the brainstorm map graphic organizer and review the information on it with the students. Have them add to and or revise the information if necessary. Draw a square around the map. Have the students say where they found the information in the brainstorm map graphic organizer. Record this information in the rectangle. Discuss the book with the students. Use the following questions as discussion starters if necessary: What do you now know about the pollution problem that you did not know before? Why do you think it is important for people to clean up pollution? What made this book easy or hard to understand? Which article did you like the most? Why? What did you like best about the book? Why? Which words did you find hard to pronounce, understand, read? If you had written the book, what would you have included, left out? Why? Do you think the author did a good job of giving you information about why it is important to help clean up pollution? Could you take this information and use it to make changes in your everyday life? How could you use the strategies that you learned while you were reading this book somewhere else?

The Pollution Problem – 18

The Pollution Problem

A Dirty World

Brainstorm Map

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 19

The Pollution Problem

A Dirty World

KWL Information Chart

Name:____________________________ K

W

L

Permission is given to teachers to reproduce this page for classroom use. Page 20

The Pollution Problem

A Dirty World

Word Web

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 21

The Pollution Problem

A Dirty World

Idea Web

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 22

The Pollution Problem

Earth Alert!

Word Web

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 23

The Pollution Problem

Earth Alert!

Flow Chart

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 24

The Pollution Problem

Earth Alert!

Paragraph

Name:____________________________ Title:

Topic sentence:

Supporting facts and details:

Permission is given to teachers to reproduce this page for classroom use. Page 25

The Pollution Problem

Saving Lake Erie

Flow Chart

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 26

The Pollution Problem

Saving Lake Erie

Word Web

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 27

The Pollution Problem

Saving Lake Erie

Idea Web

Name:____________________________

Permission is given to teachers to reproduce this page for classroom use. Page 28

The Pollution Problem

Quick 8 Quiz

Name:____________________________ 1. What is pollution? _____________________________________________________________________ _____________________________________________________________________ 2. Name some pollution that comes from cars. _____________________________________________________________________ _____________________________________________________________________ 3. Does all pollution come from towns and cities? Name one other place. _____________________________________________________________________ _____________________________________________________________________ 4. Name some pollution that comes from nature. _____________________________________________________________________ _____________________________________________________________________ 5. Name some pollution that comes from factories. _____________________________________________________________________ _____________________________________________________________________ 6. Name some pollution that comes from rubbish. _____________________________________________________________________ _____________________________________________________________________ 7. What is the pollution problem? _____________________________________________________________________ _____________________________________________________________________ 8. What three things can you do about it? _____________________________________________________________________ _____________________________________________________________________ Permission is given to teachers to reproduce this page for classroom use. Page 29