Pollution

Name: Kayla Davis Time Allotted: 1 hour and 30 minutes Grade Level: 2nd Subject: Social Studies Materials Required: Pollution riddles Pollution popsicle stick markers Combination Notes Template Compare and Contrast Chart graphic organizers Changing the Environment Book pre-made booklets Polluting Our Environment worksheets Crayons/colored pencils Posters Winter, J. (2010). Here comes the garbage barge!. (First ed.). New York: Schwartz & Wade Books. Institute, T. (2007). Social studies alive!, my community. Palo Alto, CA: Teachers Curriculum Institute. Michigan Content Expectations 2-G5.0.2 - Describe positive and negative consequences of changing the physical environment of the local community. Objectives: The learner will compare and contrast water and land pollution to describe negative consequences of changes in the physical environment and use this information to complete their Changing the Environment Book during the lesson and receiving a 10 on the rubric (Knowledge)

Student-Friendly Objectives:
We will compare and contrast water and land pollution to describe negative consequences of changes in the physical environment.

Assessment: Informal Formative - At the beginning of the lesson, the teacher will give the students several riddles addressing land and water pollution. After each riddle, students will hold up a popsicle stick indicating the kind of pollution they believe the riddle is describing. At the end of the lesson, students will apply their knowledge of land and water pollution by participating in a whole-group activity involving the information read and discussed from Social Studies Alive! My Community. The teacher will read aloud the riddles again. After each riddle, students will hold up a popsicle stick indicating the kind of pollution they believe the riddle is describing. This is an informal formative assessment that the teacher will be conducting to gauge whether the students have retained the information presented thus far. From here, the teacher will decide if the class is ready to move on. Formal Formative - As a class, we will read pages 37-38 out of the book Social Studies Alive! My Community. Page 37 will address the causes, effects, and characteristics of water pollution, and page 38 will address the causes, effects, and characteristics of land pollution. As the students are listening and actively engaging in the reading, and as the teacher facilitates a class discussion about the reading, they will take combination notes to process the information that is being presented in three different ways. The students take informal notes on the left-hand side of the page. The right-hand side of the page is used for visual representations such as webbing or drawings. At the end of the reading, the students will complete the bottom strip of the notes that is designated for the "big ideas" from the reading. This gives students the chance to summarize what they have learned. Throughout the lesson, the teacher will pause instruction to allow students time to create graphic representations on the right side of their page. Students will write down or draw a picture of facts that they got out of the reading using their combination notes. Each student must record a minimum of three facts (either in written or pictorial form) about land and water pollution. If the student does not meet this minimum level of proficiency, the student may collaborate with another student to discuss various ideas. Formal Summative - During the lesson, the students will complete the pollution portion of their Changing the Environment Book. To meet the objectives, the students will complete the sections in their book about land, water, and air pollution. To meet the minimum level of proficiency, the students must receive a 10 on the rubric. If the student does not meet the minimum level of proficiency, he/she will be given the feedback as to why he/she did not meet this and must revisit the text to complete the assignment. Formal Summative - At the end of the lesson, the students will be put into groups to begin an Environment and My Community Poster. The poster should include information about ways to help the environment, what hurts the environment, what affects this has on our community, as well as findings from the Litter Detectives activity (introduced in the next lesson). At the end of this lesson, however, the students should complete the what hurts the environment section, as well as begin the what affects this has on our community section. To meet the minimum level of proficiency, the student/group must receive an 8 on the Environment and My Community

Poster Rubric at the end of the following lesson regarding positive consequences of changing the physical environment. If the group does not meet this requirement, they may do a poster walk around the room and view their classmates posters. After completing the poster walk, they will have the opportunity to redo or add to their poster.

Instructional Procedure: 1. Anticipatory Set: (5 minutes) Read the first paragraph out of the book Here Comes the Garbage Barge! Remind students that we they have been learning about being a good citizen and the things that can be done make the environment beautiful! Show students the classroom quilt made up of squares that each student created to suggest ways to positively interact with the environment. Today, we will be learning about what happens if you do not do these things. We will be talking about pollution. Throughout this lesson, I would appreciate it if each of you would be good listeners, participate in the activities, do your best and have fun learning more about our environment!

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State Purpose and Objective of Lesson: (2 minutes) Ask volunteers to read the objectives for all classmates to hear. Today, I want you all to learn the negative consequences of changing the physical environment caused by land and water pollution. We will be doing this through a lot of classroom discussion with each other, so it is very important that you ask questions and contribute thoughtful responses to our discussion. Remember, there is no such thing as a stupid question. We welcome all questions in this classroom! Why do we have to learn about pollution? Well, as we have learned in our last lesson, our environment is all around us. We use our environment for food, clothing, and shelter. People, plants, and animals all need clean water, clean land, and clean air. It is important for us, as good citizens, to not pollute our environment and keep it clean for all of the people, plants, and animals to live! Instructional Input/Direct Instruction: The teacher will give the students riddles to answer at the beginning and end of the lesson, as well as read pages 37-38 out of Social Studies Alive! My Community and model what students should do as the pages are being read. The students will respond to each riddle, actively engage in the reading and discussion by taking combination notes to identify causes, effects, characteristics of pollution, and begin creating a Changing the Environment Book and Environment and My Community Poster. Modeling: (15 minutes)

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 Read the pollution riddles to the class. After each riddle is read, the students will hold up a marker indicating the answer to the riddle, to the best of their ability. Do not give the correct answer, it will be revisited at the end of the lesson. Read page 37-38, stopping after each page to discuss. At this time, allow students to write down a fact or two in their notes. While reading, think out loud an example of a cause and effect so the students are clear of what is expected of them. Read each section at least two times. The first time, the students will just listen and view the picture on the page. The second time read, the students are actively engaged by filling out their combination notes and listening for the cause, effects, and characteristics of each type of pollution. 5. Guided Practice: (13 minutes) After reading each page (37-38) in Social Studies Alive! My Community, the students will participate in a pair share, discussing the question at the bottom of each page. In their pairs, the students will also think of either a cause, effect, and/or characteristic discussed on that page and draw and/or write that on their combination notes if not already there. One partner from each pair will then offer one fact that they have in their notes. The students will complete a graphic organizer that compares and contrasts the characteristics of water land pollution during this portion of the lesson as well. This graphic organizer will be completed after the teacher facilitates a class discussion about the reading. After each pair offers one fact that they learned, they will be discussed and the students may then fill out their Compare and Contrast Chart graphic organizer. Independent Practice: (45 minutes) Students will create their very own Changing the Environment Book. The students will complete all sections of their book about land and water pollution. The book will contain four pages in which the student will complete at this point -- two dedicated to land pollution and two to water pollution. One of these pages will contain a written description and the other will contain a picture drawn by the student indicating a negative consequence caused by the pollution addressed in the given section. Students will use their combination notes and graphic organizer to help them with this. At the end of the lesson, students will be put into groups to begin an Environment and My Community Poster. The poster should include information about ways to help the environment (introduced in the previous lesson), what hurts the environment, what affects this has on our community, as well as findings from the Litter Detectives activity (introduced in the next lesson). At the end of this lesson, however, the students should complete the what hurts the environment section, as well as begin the what affects this has on our community section (see assessment). Students will use their combination notes and graphic organizer to help them with this. Differentiated Consideration

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 Finish quickly or struggle to complete assessments. For the students who finish their Changing the Environment Book quickly, they may continue reading the book that opened the lesson, Here Comes the Garbage Barge!, journal about different ways pollution causes harm to the environment, or share their Changing the Environment Books with a friend who is also done (or with the teacher if no other students are finished). For the students who struggle to complete the assignment, they will be able to revisit the text, Social Studies Alive! My Community pages 37-38 to help them complete their books. If needed, the student(s) may seek the assistance of the teacher or friend who is also struggling to review the text together and help one another bounce ideas off of each other. Need different modes of learning or learn through a different multiple intelligence strategy than what was delivered. Bodily-Kinesthetic: A different way to teach this lesson, other than reading from the textbook, could be to use props and/or scenery to help the students visualize the situations of water, land, and air pollution. Simple pictures could be brought in to add to the discussion or actual novelties could be introduce to help cement the ideas into the students minds. Spatial: Students could stand in front of the classroom, representing the different types of pollution (water and land) by wearing a name tag with the name of the pollution on it. As the text is read, students could come up to the students and put a sticky note on the appropriate person describing something learned about that type of pollution. Spatial: If the student does not feel competent about their drawing abilities, they may be reluctant to complete the Changing the Environment Book. Provide environmental magazines that the students could utilize to represent the type of pollutions addressed in the book. Musical: Instead of writing a written description for water and land pollution in the book assignment, the student may write a poem/lyric about that pollution. Intrapersonal/Interpersonal: Students may share their books with one another and/or read it back to themselves.

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Closure: (10 minutes) Revisit the objectives and ask the students if they feel that they can do each. If the answer is yes, reread the riddles from the beginning of the lesson and the students will display their knowledge from the lesson by raising up the correct popsicle stick marker to indicate their responses. Students summarize what they have learned in relation to objectives by turning in their compare and contrast chart and completing Polluting Our Environment worksheet. To wrap up, the students will hand in their worksheets. Announce that tomorrow they will go over this worksheet and will continue learning about the environment when they

discover positive consequences of changing the local environment, such as recycling. 9. References Bower, B., & Lobdell, J. (2003). My community. Palo Alto: Teachers' Curriculum institute. Institute, T. (2007). Social studies alive!, my community. Palo Alto, CA: Teachers Curriculum Institute. Institute, T. (2007). Social studies alive!, my community - interactive student notebook. Palo Alto, CA: Teachers Curriculum Institute. Winter, J. (2010). Here comes the garbage barge!. (First ed.). New York: Schwartz & Wade Books.

Changing the Environment Book Rubric

3 The student 2 The student 1 The
completed all six sections of the book including water and land pollution, and reduce, reuse, and recycle. completed only four sections of the book. students work was incomplete. He/she completed two or less sections of the book.

Complete

Accurate

3 This section Water Pollution of the book (water & land) 1 2 3 includes a written Reduce description as well as a 1 2 3 picture. This picture Land Pollution indicates negative consequences 1 2 3 caused by the pollution Reuse addressed in the given 1 2 3 section. Recycle
1 2 3

The student only met one of the requirements (written description and picture) for this section.

The student did not include a written description OR picture for this section.

Total for pollution section: Total for RRR section:

/9 /12

Total:

/21

The Environment and My Community Poster Rubric

Accuracy

All information on the poster (including pictures) was accurate and appropriate.

Most of the information on the poster was accurate - one or two small errors.

None of the information on the poster was accurate. Students did not show learning.

Completeness

The poster included information about ways to help the environment, what hurts the environment, what affects this has on our community, as well as findings from the Litter Detectives activity.

The poster 1 The poster is included most missing two or information. One of more required the categories categories. (ways to help the environment, what hurts the environment, what affects this has on our community, as well as findings from the Litter Detectives activity) is missing.

Presentation

All students shared equal responsibility in presenting the poster.

Most students shared their part. Slightly unequal participation.

One or two students dominated the presentation. Total: /9

Pollution Riddles
land pollution water pollution

Riddle 1 Animals dont have something clean to drink. People cant go swimming. Some fish die. What kind of pollution is this? Riddle 2 The ground is covered with garbage. Trees are dying. Animals lose their homes. What kind of pollution is this? Riddle Markers