Pollution Lesson Plan
Pollution Lesson Plan
Pollution Lesson Plan
Teacher Candidate:
Cooperating Teacher:
Coop. Initials
Group Size: Whole Class Allotted Time 45 minutes Grade Level Third Grade
Subject or Topic: Pollution in Wetlands Section
STANDARD:
4.5.3.C
Identify different types of pollution and their sources.
I. Performance Objectives (Learning Outcomes):
Third grade students will demonstrate their understanding of pollution and their sources
by answering questions correctly on an exit slip.
II. Instructional Materials
A. Inquiry sheet
B. Vegetable Oil
C. Water
D. Buckets (one per table)
E. Spoons
F. Droppers
G. Plastic Bowls
H. Sponge
I. Paper Towels
J. The Lorax by: Dr. Seuss
K. Students journals
L. Guided notes
M. PowerPoint
N. SMART board
O. Wetlands book
P. Pollution fold-able
Q. Exit Slip worksheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Knowledge about environment
2. Fine motor skills for cutting and folding
B. Key Vocabulary
1. Pollution: the presence of harmful substances and large
amounts of waste in an environment that can affect the air,
water, soil etc.
2. Air Pollution: the presence of harmful substances in the air.
3. Water Pollution: the contamination of a water supply
4. Soil Pollution: the presence of pollutants or alteration to the
natural soil environment.
5. Noise Pollution: harmful or annoying levels of noise, such as a
large amount of noise from air planes, industry etc.
C. Big Idea
1. Know about pollution, its causes and ways to reduce pollution.
D. Additional content
1. Causes of different types of pollution
2. Ways to reduce pollution
3. Effect of pollution on a wetland environment
IV. Implementation
A. Introduction
1. Before lesson, fill buckets with water and place cup of
vegetable oil in the water. Give each table group a bucket,
spoons, bowls, droppers, and anything else that may be useful
in getting oil out of the water.
2. Gather students on the reading rug.
3. Introduce the book The Lorax by Dr. Seuss. Explain to the
students that though they may have read the book before, we
are going to be pointing out specific things about pollution and
the effects on their environment.
4. Read The Lorax. When reading the book, point out to students
the different types of pollution seen in the book.
5. After the reading of the book is over, direct students back to
their tables where we will begin the pollution inquiry.
B. Development
1. Direct students attention to the buckets of water and oil in their
table groups while passing out the inquiry sheet. (see attached)
2. Tell students that they will be trying to get the oil out of the
water using the materials and instruments provided on their
desks.
C. Closure
1. Students will discuss the page in their wetlands book that they
added about reducing our effect on the environment with their
table groups.
2. After students are done discussing, students will hand in their
wetlands book for the final grading.
3. Students will then put all other materials away and get ready
for the next lesson.
D. Accommodations/Differentiation
1. For Danny who is visually impaired, all handouts will be
provided in Braille.
2. For Danny who is visually impaired, Danny will be given time
to use the sense of touch to feel the difference between the oil
and the water for the inquiry.
3. Filled in guided notes will be provided for those students who
struggle with handwriting.
4. For students who struggle with fine motor skills, a buddy will
be provided to them to cut and fold their foldable.
E. Assessment/Evaluation Plan
1. Formative
a. Students will complete a worksheet as an exit slip to assess their
learning.
b. Teacher will collect the exit slip and see what topics the students are
still struggling with.
2. Summative
a. Students will complete the pollution page in their wetlands book. The
page for this lesson will have the students write about one way to reduce our
effect on the environment. They will be required to draw a picture and write
two sentences on how their chosen effect helps the environment.
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