Developmental Lesson Plan

Teacher Candidate: Kayle Brobst & Karlie Coppola Date: 10/3/17

Group Size: 20 Allotted Time 45 minutes Grade Level 2nd

Subject or Topic: Pollution

Common Core/PA Standard(s):

Learning Targets/Objectives:
Identify and discuss different types of pollution and their sources
Explain how to reduce pollution by exploring ways to keep the environment safe

Assessment Approaches: Evidence:

Assessment Scale:
Assessment #2-
4 correct- proficient
3 correct- basic
1-2 correct- below basic

Subject Matter/Content:
Prerequisites:
Reduce
Reuse
Recycle
Key Vocabulary:
Pollution- anything that makes the Earth unhealthy and dirty
Air pollution- smoke, gases, or particles in the air that make it unclean or unsafe to
breathe
Water pollution- substances in water that make it dangerous for humans and unsafe for
plants and animals. Waste from factories, pesticides, acid rain, and trash can cause
water pollution
Noise pollution when vehicles, horns, radios, heavy machinery, etc make loud
continuing sound, theyre producing noise pollution
Power plants- a building or group of buildings in which electricity for a large area is
produced
 Pesticides- chemicals used to kill insects and rodents. Often they can also harm people
Sewage- waste that is carried off into sewer pipes and drains
Acid rain- rain that has sulfuric acid or nitric acid in it. It kills plants and wildlife. Its
often caused by air pollution from factories
Soil pollution- chemicals or other change to the soil that doesnt belong
Content/Facts:
Four types of pollution: Soil, Air, Noise, Water
Pollution affects not just the environment but also plants, people, animals etc
Pollution is one of the biggest global damages
It is important to clean up after yourself
Each year 1.2 trillion gallons of untreated sewage is dumped into U.S water

Introduction/Activating/Launch Strategies:
Show Pollution Video: https://www.youtube.com/watch?v=OqHp03RRTDs
State essential question: Today we will learn what pollution is and how to not pollute

Development/Teaching Approaches:
Ask students to put on their science caps and get ready to learn
Separate chalkboard into four separate areas:
Water pollution
Air pollution
Soil pollution
Noise pollution
Tell students that they are going to brainstorm with their science partner and activate
their prior knowledge
Each pair of students will put something that describes each pollution on a sticky note
Students will go and put the sticky notes on the corresponding section on the board
Go by each paper and state some ideas that kids put on their sticky notes
Now we are going to watch a video
Turn on the video
Say- Ok boys and girls now I want you to pay attention to the video. This
video does not talk about noise pollution but you will get a good understanding
of the other pollutions we are learning today.
Have paper passers hand out fill in the blank vocabulary papers to each student
Put PowerPoint on the board while doing this
PowerPoint contains vocab words with definitions related to pollution
As going through each slide, point out vocab spot on paper.
Tell students what word to put in each area, or have them guess what word they may
think is missing
When telling students where to put the word, show them as well so they dont put it in
the wrong spot
Complete thumbs up thumbs down activity to see where the student stand with their
knowledge
If there are any thumbs down, review information again
 Now the students will create their pollution foldable (attached)
The foldable should be prepared already, along with the paper pieces with definitions
and examples
Each student should have their own set
Go over as a class what should go where
Have tape pre rolled so its easy for students to stick on and not play with extra
Walk around while students are taping down so that you can make sure they are putting
it in correct spot
Have students complete exit ticket and collect it. Let them know they will receive it
back tomorrow so that they can put it in their science folder
Next, have the students clear off their desk so that they can not be distracted
Inquiry-Water Filtration Activity
Have bowl of water prepared ahead of time with any materials that can dirty the water
Some materials can be
Dirt
Leaves
Fertilizer
Oil
Chocolate syrup
Plastic
Garbage
Tell students this represents pollution. Ask them if they are able to tell you which
pollution this best represents
Once student says water pollution- explain that it is water pollution due to the amount
of materials that is in the water
Explain to students that they will be working with their science partner again for this
activity
Hand out inquiry sheet, one to each child
Each partner group will use materials given to try to and clean their water
Give the students about 5-10 minutes to try to clean the water
Afterwards explain that although some groups water may look clean, it is not possible
for us to physically clean the water back to how it was
Collect inquiry sheet
Hand out exit slip, give 5 minutes for students to fill out and then collect them
Closure/Summarizing Strategies:
Read book- Where Does Pollution Come From? By C. Vance Case
Since we learned about pollution today, tomorrow we are going to learn about
composting. Now please clean off your desk and go stand in line and get ready for
recess.
Accommodations/Differentiation:
Paper of vocabulary already filled out for students that are unable to fill out themselves
Have extra book for student to follow along with
Materials/Resources:
Chalkboard
sticky notes
writing utensils
Pollution video
20 guided notes
PowerPoint
20 copies of prepared foldable
20 sets of definitions & examples for foldable
tape
10 dirtied water cups
additional cups
coffee filter
strainer
Book - Cast, V. J. (1994) Where Does Pollution Come From? Hauppauge, New York.
Barrons Educational Series.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts