Class: Grade 6 Technology Studies

Teacher: Lauren McNeil

Unit: Responding to Environmental Problems
Lesson Topic: Observing Air Pollution
Time: 50 minutes
Lesson Objective: Throughout this unit, students have been learning about responding to
environmental problems and disasters. Many of the disasters discussed were outside of New
Brunswick. As well, students (and adults alike) often associate environmental issues as outside of
areas such as New Brunswick. Therefore, we wanted to create lessons that also discussed
environmental issues in New Brunswick and how we can respond. This lessons primarily focuses
on the analysis of air pollution, but there is also a reflection component that draws on how we
respond to air pollution.

Planning:
-prepare materials for
the experiment:
Vaseline, magnifying
glass, poster board,
secure a location
outside

Curriculum Expectations:
Learning Targets:
1. Students will be introduced to the topic of air pollution.
2. Students will have an opportunity to observe what pollutants are actually in the air.
MTSE Outcomes: 2.3 Students will work in teams to solve problems, 2.4 Students will investigate
and demonstrate the relationship between technology and society, 4.6.01 understand and apply
problem solving strategies,

A. Introduction to air pollution (5-10 minutes)

I will introduce the topic of air pollution

I will ask students what they know about air pollution
I will ask students where they think air pollution is a problem? Do you
think it is a problem in Canada (likely responses will be China, USA,
India)
I will then tell students that we are going to do an experiment about
air pollution

B. (30-40 minutes):

Students will cut out squares from poster board

Students will draw a square marker on each poster board
Students will punch holes in the squares so they can be hung outdoors
at various locations
Students will smear Vaseline on the squares
In a weeks time, students will collect the squares
Students will hypothesize whether or not they expect to find many
particles on their square, and also hypothesize 3 other students
squares
Their hypotheses will be recorded on a google form. The first question
will be who they are evaluating, and who is the evaluator. The third
question will be, what do you think this individuals square will look
like in a weeks time. Be specific in your response.

C. Observation (follow up class- 30 minutes)

Students will use their magnifying glasses to observe particles found

on their squares
Questions to consider: why did different areas collect more particles

Groupings:
X Individual
Pairs
Small Group (3-4)
X Whole class
Teaching
Strategies:
Conferencing
Graffiti
Guided Reading
Guided Writing
X Investigation
Jigsaw
Lecture
Numbered Heads
Placemat
Read Along/ Aloud
Seminar
Socratic
Textbook
Video
x Think/Pair/Share
Other: Rapid Writing
Other: Academic
Controversy
Assessment
Strategies:
Homework Check
Formative Check
(Handout)
X Observation
X Participation
Pres./ Dramatization
Post-Assessment
Quiz
Quiz/ Test
Self/Peer Edit
Summative Check
Written Product
Other: Exit slip

(perhaps some were closer to a roadway for example)

D. Evaluation: Observation Journal

Students write their observations in their observation journal

Each observation journal will be posted on the class wordpress
website.
Students will have their own page on the class blog website.
Students will note whether or not they noticed any particles on their
squares
Students will also note whether or not there were any differences
between their hypotheses, their findings, and review the blog of
another student. This student will be one of the three students that
they had originally chosen for the google form.
They will note their observation in the comment section of the
students blog.

Reflection (Post-lesson):