Lesson 4

Lesson 4

UNIT TOPIC:  Water Pollution

LESSON TOPIC: Beach Cleanup

AGE/GRADE: 3^rd 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.

Lesson 5

Lesson 5

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?

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?

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.

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.  

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 several 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.

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.

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.)

Final Reflection

Allison Plummer

Final Reflection

Creating lesson plans can be difficult and intimidating, I wanted to create my lesson plans and be able to learn and grow from each one I created. I designed my lessons around the basic idea of having my students be as active as possible and be able to enjoy their learning. I aimed to create lesson plans that would create a fun learning environment for all my students.
At first I struggled with what material to include into my lesson, I couldn’t tell if it was too much or too little. But after observing the classroom at Intergraded Arts Academy I learned how much 3rd grade students can participate in before losing focus. I also learned how much work they were being given and how well it worked for them. Like I said before I wanted my lessons to include my students and have them use the arts to be able to learn. It was a struggle, but a good challenge coming up with engaging activities that would fuel my student’s learning. I would first start creating my lesson plans by finding activities that my students could participate in, then I would focus on the content they were learning, through the activities I was providing. Then I would make sure that the content they were learning could be tested; making the assignment plans was a little bit of a challenge. I wanted to make sure that my students were retaining the knowledge that I was providing for them, so I wanted to asses them on how active they were in the activities I provided, that they participated and that they were able to continue this knowledge they have gained.
One of the main points of my lessons, were that they all tied together. I wanted to create a unit that flowed nicely together and was easy for my students to follow. At the beginning of each lesson, I wanted to be able to talk and review the past lesson, to refresh their memory on the things they learned before. By doing this I created a more engaging and “excited to learn” environment for my students. With this learning environment I also wanted to make my lessons so that every student would feel comfortable and able to complete the task at hand. I wanted to make my ELL students able to follow along and ask any questions they had regarding the lesson.
One of my challenges while completing this unit was creating lessons that I knew my students would enjoy. Knowing from experience as a 3rd grade student, I know curriculum can sometimes be dull and boring to learn about. I made sure that my lessons contained enough content to be able to have activities that were exciting to do it the classroom. I found that sometimes it was challenging to come up with fun ways to learn a certain area, but it was also interesting to see how many different learning opportunities there were for in the classroom. I loved the idea of using the arts in classrooms to provide a more active learning environment for students, I think it’s a great way to fuel student’s learning abilities. It’s also a great way to show how students learn differently, some students might be able to express their learning better by using the arts; by acting out a scene from a book, creating a collage, drawing, painting, using blocks to build, etc. There’s so many ways to form a lesson plan around the arts and use our own imagination and passion to create a unit for students. I also enjoyed that we were able to choose our own topic, this also made me more passionate in my work, for creating these lesson plans. I enjoyed learning how to create lesson plans, even though it was a struggle at first, I now feel somewhat more confident in creating a unit and lesson plan. I feel more comfortable know forming a lesson plan for students, and I have a better idea of how students learn. I have gained more knowledge in how students can use the arts as a tool for their own learning opportunities. I am more prepared now for teaching students in active and creative ways than I was before. I strongly agree with using the arts to create more imagination in the classroom, to provide students with a better way to learn that focuses on their own passion.

Drafts

Allison Plummer 

UNIT TOPIC:  Water Pollution

LESSON TOPIC: Beach Cleanup

AGE/GRADE: 3^rd 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 1^st 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 3^rd 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: 3^rd 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.

Resources

Resources for my students:

I used children’s books, a movie, and articles to help enrich my students learning. From each of these resources they will further their knowledge about water pollution and be able to use these resources as a reference for their learning.

       1. Burns, L. G. (2007). Tracking trash: Flotsam, jetsam, and the science of ocean motion. Boston: 

Houghton Mifflin.

       2. Paul, M., & Zunon, E. (2015). One plastic bag: Isatou Ceesay and the recycling women of the Gambia

       3. Taking Care of Our Earth. (n.d.). Retrieved from http://schoolmediainteractive.com/view/object/clip/5DE8CE6EDFBEAA8C6EACF442302F8C9D/07

       4. Sharpsteen, B. (2010). Dirty water: One man's fight to clean up one of the world's most polluted bays. Berkeley: University of California Press. (chapter swimmer)

5. Seuss,. (1971). The Lorax. New York: Random House.
6. Rosinsky, N. M., & John, M. (2003). Water: Up, down, and all around. Minneapolis, MN: Picture Window Books.
7. Newman, P., & Crawley, A. (2014). Plastic, ahoy!: Investigating the great Pacific garbage patch. Minneapolis: Millbrook Press.

Resources I used:

Most of these resources included different effects of water pollution and ways that can affect our lives. They also include pollution in different regions of the world and information about what types of water pollution they have.

1.      E. (n.d.). What are the effects of water pollution. Retrieved from http://eschooltoday.com/pollution/water-pollution/effects-of-water-pollution.html

2.      A. F. (2010). Climate Systems. Retrieved from http://www2.gi.alaska.edu/STEP/nav_curriculum_climate_water_cycle.html

3.      Clean Water Act (CWA). (2016). In Encyclopædia Britannica. Retrieved from http://academic.eb.com/levels/collegiate/article/606358

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