Allison Plummer
UNIT TOPIC:
Water Pollution
LESSON TOPIC: Beach Cleanup
AGE/GRADE: 3rd grade
TIME: 2 hours
LESSON ESSENTIAL QUESTION: What forms of water
pollution did you see today and what ways did you help prevent water pollution?
RATIONALE AND CONTEXT: I’ve decided to have my students participate
in a beach cleanup for this lesson, by doing so I want my students to
understand how easy it is to prevent and help against water pollution. They
will be given the opportunity to expand their knowledge by being an active
member of the community by helping clean up local beaches. I want my students
to not only learn different forms of water pollution seen on the beach, but
also ways they might be able to reuse them. At the end of this lesson, we will
begin to talk about reusing materials for a different purpose, to reduce trash,
which could contribute to cleaner waters.
TEACHER CONTENT KNOWLEDGE: To be able to teach
this lesson, it’s important for me to help my students know the different forms
of water pollution prior to this lesson. It’s also important that I provide an
opportunity for my students to prevent water pollution and e an active member
in their community. I have to be able to show my students that even though we
are cleaning a beach, which can be a fun way to help the community and learn at
the same time.
DESIRED RESULTS:
Common Core/Vermont Standard GE(s)/National Arts
Standards:
H&SS3-4:14
Students act as citizens by… Identifying the rights and
responsibilities of citizenship in a school and local community, demonstrating
positive interaction with group members (e.g., working with a group of people
to complete a task). Identifying problems, planning and implementing solutions
in the classroom, school or community
H&SS3-4:12
Students show understanding of human interaction with the environment over time
by… Describing how people have changed the
environment in Vermont for specific purposes (e.g., clear-cutting,
sheep-raising, interstate highways, farming, ski resorts). Identifying and
participating in ways they can contribute to preserving natural resources
(e.g., creating a class or school recycling center).
Learning Objective(s): This lesson will help my students expand their
ways of how they can prevent pollution. I want my students to be able to
understand why it’s so important for people, including themselves, to be active
in their community and be able to help. I want them to also be able to
understand that there are many different ways that you can reuse materials.
Focusing Question(s): What forms of water pollution did you see
today and what ways did you help prevent water pollution?
Language Objectives: Different forms of water pollution that they
might see on their checklist like plastic bottles, milk jugs, rope, wrappers,
glass, toys, etc. Also ways to reuse these items, like pencil case, cup,
storage, etc.
ASSESSMENT:
Strategies: This lesson is focused around being an active member of the
community to help clean up the beach, but also used to show my students a way
they can help. They will be able to collect items from the beach that they will
identify as forms of water pollution, this will next help them come up with
ways to recycle these items. Since my students will be given a checklist, they
will be asked to check things off the list, when they find these items; this
will help them also see forms of water pollution.
Process: I will use the checklist I have provided for my students, this
will help guide them to find different pieces of water pollution and give them
a good idea of what to look for. I will see if they understood the mission of
this lesson, by how well they followed this checklist while cleaning the beach.
Criteria: My students will gain from this lesson many ways that they can
help prevent water pollution, and reduce the amount of trash they produce. I
will ask my students to fill out a checklist of things they find, while at the
beach. Then in the classroom, we will be able to form a list of different ways
we would be able to reuse the things we’ve found.
Reflection to Students: I will provide feedback to my students by
reflecting on the different forms of water pollution they have found and asking
where they think these items came from. I will be able to guide them to create
a list of different ways these materials can be reused, which will give them
different ideas to reuse items they might just throw away.
LEARNING PLAN:
Hook: This lesson is very active and requires all my
students to be aware and participating. I want them to be excited about going
outdoors and being able to help clean up a beach. This will give them a great
example of something they can do on their own time as well, to prevent water
pollution. This will connect to my previous lesson by actually witnessing
different forms of water pollution.
Instruction:
1. First we will
check in as a class to make sure everyone is ready and prepared to board the
bus to the beach. During this time I will be handing out a worksheet that has a
checklist of different forms of water pollution to help guide my students for
what they should be looking for.
2. Next we will board
the bus and make sure everyone is on the bus. It’s a local beach so it’s only
about a 10 minute bus ride.
3. Once arriving at
the beach, we will all gather in a circle to create groups, since the beach is
pretty large we want to stay together in groups. They will also be given
gloves, and are asked to not pick up things that could harm us.
4. Once they are in
groups of about 3-4, they can head off in any direction to start their search,
with their checklists and also a bag to put items in.
5. I will let them
collect items for about 45 minutes and we will regather as a group. I will also
be participating in the beach cleanup.
6. Once everyone is
back with their bags, we will combine our bags into one and see how much trash
we collected. This will give them an idea of how much water pollution there is
in their community.
7. Next we will board
the bus and head back to the classroom.
8. In the classroom,
we will talk as a group and look over our checklists together, we will be able
to observe and compare all the different forms of water pollution we have
found, we will next be talking about which of these products we use in our
lives and different ways we can reuse them; we will create a class list an use
this in our next lesson.
Closure and Connections: By doing a beach cleanup my mission is to show
my students an active way that they prevent water pollution. By the end of this
lesson my students will have a good idea of different forms of water pollution
and a way to help prevent it. Along with this I want my students to learn
different ways to reuse materials they might have found and be able to create
something new from them. This will help them connect to the next lesson, which
will involve reusing different materials.
Extensions: This lesson will extend into the next lesson because we will begin
to show examples of different ways to reuse materials for another purpose, this
will give my students a creative way to express what they have learned.
ACCOMMODATIONS: Since
this lesson is a very active way for my students to be able to identify water
pollution, this will help my ELL students better understand the mission of this
unit. Not only will they be able to interact with the other students to
participate in the cleanup, but also to form a list of ways to reuse the items
we have found. By being active and actually seeing different examples of ways
to help prevent water pollution, this will give them a better idea of why it’s
important. They will also be tested to see if they know these different forms
of water pollution, with the checklist, but it will also be used as a guide.
RESOURCES/MATERIALS:
Bus, checklists (created by me, including a list
of different forms of water pollution), bags to collect trash, gloves, large
paper and markers.
Feedback
for lesson 4:
I have looked over your lesson 4. You are
getting the hang of the flow of a lesson and I really like the hands-on at the
beach activity and generating a class list at the end of the lesson. Here
are some thoughts to tighten the lesson up:
- Replace
“them” with “objects” in 1st paragraph
- Add
possible specific ways and objects of water pollution in teacher content
- Under
learning objectives you might want to add learning to be a conscientious
activist.
- Under
language goals for 3rd graders add human interaction and
citizenship
- Don’t’
forget to include the history standards in your criteria
- Under
learning plan #6 think too of having students identify why each item is
harmful
- Examples
of Images of recycled objects into art might inspire
Allison Plummer
UNIT TOPIC:
Water Pollution
LESSON TOPIC: Reduce, Reuse, Recycle
AGE/GRADE: 3rd Grade
LESSON ESSENTIAL QUESTION: In what ways can you
reduce, reuse and recycle to reduce water pollution? Good question for students to think of
RATIONALE AND CONTEXT: This lesson is an important final lesson in
this unit because it helps show my students ways they can help prevent water
pollution. I want to provide examples for reducing their trash and ecological
footprint, ways to reuse different materials for different uses, and to show the
importance of recycling. My hopes for this lesson is that my students will use
all their previous knowledge on water pollution, to feel motivated to help be
part of a movement to stop water pollution, inside and outside of their
community.
TEACHER CONTENT KNOWLEDGE: To teach this lesson
I first had to help my students find different ways that they can help prevent
water pollution. I provided them with an activity in which they will use ideas
that I have provided for them, to reuse materials. They will transform many
different items for new uses, and use this as a way to prevent water pollution.
I also created an active and artistic way for my students to show their
understanding of the lesson and also the unit topic; I thought this way a great
way for my students to express themselves and what they have learned.
DESIRED RESULTS:
Common Core/Vermont Standard GE(s)/National Arts
Standards:
National
Core Arts Standards/Artistic Processes and Anchor Standards: Connecting- Students will: Synthesize and relate knowledge
and personal experiences to make art. Relate artistic ideas and works with
societal, cultural and historical context to deepen understanding.
H&SS3-4:2
Students develop a hypothesis, thesis, or research by… Using
prior knowledge to predict results or proposing a choice about a possible
action (e.g., using experience from a field trip to the nature center, propose
a way to preserve Vermont’s natural habitats).
Learning Objective(s): My learning objectives for my students are that
they can use art to connect their learning to the unit topic of water
pollution, that they can use art as a way to deepen their knowledge of the
topic. I want my students to be able to understand ways that they can help
prevent water pollution.
Focusing Question(s): In what ways can you reduce, reuse and recycle
to help reduce water pollution? What motivates you to stop water pollution? I like how you added this other question to have
your students to think deeper
Language Objectives: They will be learning
a variety of ways to prevent water pollution, such as reduce, reuse and
recycle. They will learn about each of these terms and their importance.
ASSESSMENT:
Strategies: During this lesson, first we will be creating a list of ways
different items could be reused. Then my students will be asked to first
transform items for different uses, to reuse them. They will also be asked to
create a collage that demonstrates their learning and understanding of this
unit topic, this will wrap up the unit. Seems very helpful for student’s learning to make a list
Process: I will evaluate my students learning and understanding of this
lesson by how well they create a collage that shows what’s most important to
them. I want my students to think deeply about ways they can prevent water pollution
and show this in class by communicating with others ideas that they might have.
Criteria: I will be asking of my students to use the activities I have
provided to them as a resource to further their knowledge of water pollution
and ways they can prevent It. They will be asked to make sure that they
understand that they can help by sing previous knowledge from past lesson, to
expand their knowledge now.
Reflection to Students: I will provide feedback to my students by seeing
how well they understand the message of this lesson and the activities I have
assigned. They are expected to participate and be an active member of the
classroom, with coming up with ideas to prevent water pollution and also ways
to reduce, reuse and recycle. I will help them find different ways to reuse
materials in hope that it will motivate them.
What ways are you
providing feedback?
LEARNING PLAN:
Hook: The end of this unit will help my students find ways that they can
help the planet by stopping water pollution. I want them to be interested in
finding new ways to help and be engaged in serval activities that will make
them feel like they are making a difference.
Instruction:
1. We will start
class with reviewing our list of ways to reuse different items, from the last
lesson. This will refresh our memory on the topic and why it’s important.
2. Next I will give
each student different forms of water pollution, such as plastic water bottles,
and other materials that could be reused. I will ask my students to come up
with a different use for this item and create something new out of it.
3. After about 30
minutes working on their material, I will ask them to each share their new idea
with the class, this will provide my students with different ideas for the
future. Will
you also give them ideas for reusing things?
4. Next, as a class
we will come up with a new way for our class to work, including one of the
ideas of reduce, reuse and recycle. (Reuse activity each week to transform
items for different uses, or recycling better.)
5. As a closing
activity for this unit I will have my students reflect back on their drawings
of their favorite body of water, and reuse it to make a bigger collage to
represent what they found most important from this lesson.
6. We will share
these projects as the last part of this unit.
Closure and Connections: Throughout this unit, I wanted my students to
gain more knowledge about water pollution and the affect it might have on our
lives, I found this to be important because water is an essential need for our
lives. With closing this lesson, I wanted to show my students that not only is
water pollution bad, but that there are ways we can prevent it and stop it from
happening. I want my students to use this knowledge they now have to motivate
them to help fight water pollution.
ACCOMMODATIONS: For my ELL students in the classroom, I will
provide them with a helpful list that the class will create at the beginning,
throughout the lesson they may refer to this list as a learning material to
better help their understanding. When I ask my students to create a collage
using their drawings from a past lesson, this will give them a chance to
refresh their memory of that lesson and use that previous knowledge to guide
them through this activity. They will be able to show their knowledge in a
creative and artistic way that might be a very helpful way for them to express
themselves. Good way to help ELL
students further their learning
RESOURCES/MATERIALS:
Different materials for collage making, like
paper, scissors, magazines, their drawings from previous lesson, different
items that can be reused (water bottles, milk jugs, cereal boxes, glass jars,
tissue box, wires, etc.)
Good
lesson overall, I think it was great to connect this lesson to the previous, by
giving students ways to reuse materials.
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