KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Nicole Yencho Shelby Gallis

Date:

Cooperating Teacher:

Coop. Initials

Group Size:

20

Allotted Time

45

Grade Level

4/15/15

2nd

Subject or Topic: Science: The Effects of Pollution on the Environment and Living
Organisms Section
STANDARD:
4.5.3.C
Identify different types of pollution and their sources
I. Performance Objectives (Learning Outcomes):
The second grade students will be able to identify the negative health effects from
pollution.
II. Instructional Materials
Straws >simulation for asthma
Work sheet with land, air, and water
Brain POP worksheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
B. Key Vocabulary
1. Asthma: when someones throat swells and makes it hard for that
person to get air from their mouth and or nose to their lungs; breathe.
2. Health effects: a change in the bodies normal function caused by an
outside source.
3. Oil spill: Oil in bodies of water that harms and kills the organisms
that live there.
4.
C. Big Idea
1. What are some health effects of pollution?
2. Who is effected by pollution
D. Additional content

IV. Implementation
A. Introduction
1. The teacher will begin the lesson by reviewing what the students
learned about the past few days.
a. Land, air, water pollution.
2. The teacher will pass out a work sheet and have the students write 3
facts they learned about each, land, air, and water pollution.
3. Next the teacher will have an open discussion with the class and
have them share the facts that they remember as the teacher writes it
on the board.
4. The teacher will begin todays lesson by having 4-6 students
volunteering to come up and stand in front of the classroom.
5. The teacher will have the students do jumping jacks for 30 seconds
then give them each a straw to breathe through for 10 seconds.
6. The teacher will then have each volunteer explain to the rest of the
class what it felt like to breathe through the straw
a. The students will then be asked to take their seats
b. If more students want to try it the teacher will repeat the same
steps for the student until everyone who wants to participate
gets a chance.
7. The teacher will then ask the students who would want to breathe
like that all of the time? and explain that some people do and
introduce asthma and explain that a cause is air pollution.
B. Development
1. The teacher will ask the students if they think the effects of pollution
are negative or positive. negative
2. The teacher will then ask the students if they know of any health
effects or environmental effects caused by pollution.
3. The teacher will show a video that talks about the negative effects on
the environment and living organisms.
a. https://www.brainpop.com/science/ourfragileenvironment/hum
ansandtheenvironment/
4. The teacher will pass out a brain pop worksheet for the students to
fill in the answers for after they finish the video.
5. The teacher will go over the work sheet and answer any questions
they may have.
a. The teacher will collect the worksheet and use it as an
assessment.

C. Closure
1. The teacher will review the vocabulary words from all week on the
board and play splat with them.

2. The teacher will ask the students some ways they personally can
make the environment healthier

D. Accommodations/Differentiation
1. To accommodate for a 2nd grade Sally, who has a visual impairment
The teacher will seat her in a group close to the front of the room and
provide her with print outs of the photos used in class. Also make the
fonts bigger on the worksheet
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will be taking notes and observing the students as
they interact in the class discussions, collect the brain pop work
sheet, and answer the comprehension questions at the end of
the lesson.
2. Summative

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
VI. Resources (in APA format)