Lesson 4
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.
No comments:
Post a Comment