Pollution Lesson Plan

Teacher Candidate: Lauren Moulin Date: April 24-25, 2017

Group Size: 20 Allotted Time 90 mins Grade Level 3rd Grade

Subject or Topic: Pollution

Common Core/PA Standard(s):

4.5.3.C Identify different types of pollution and their sources.
Learning Targets/Objectives:
After learning about the many different types of pollution and how it occurs, students will be
able to correctly state each type of pollution with their causes by completing an exit slip
worksheet.
Assessment Approaches: Evidence:
1. Thumbs up/Thumbs down 1. Observation
2. Exit Slip 2. Graded worksheets
Assessment Scale:
Exit Slip worksheet with be graded using letter grades.

The goal is to have all kids be proficient or advanced by the end of the lesson.
Subject Matter/Content:
Prerequisites:
Students will have learned what waste is. They will also have knowledge of what cause and
effect are.
Key Vocabulary:
Pollution The contamination of the planet by substances that are harmful to living
organisms.
Water Pollution The pollution of bodies of water, such as lakes, rivers, the oceans, as well as
groundwater. It occurs when pollutants reach these bodies of water, without treatment.
Land Pollution The destruction of the earth's land surfaces, often directly or indirectly
because of man's activities and their misuse of land resources.
Air Pollution - Occurs when gases, dust particles, fumes (or smoke) or odor are introduced
into the atmosphere in a way that makes it harmful to humans, animals and plant.
Noise Pollution - Harmful or annoying levels of noise, as from airplanes, industry, and other
objects.
Light Pollution - The excessive and prolonged use of artificial lights, in a way that results in
brightening of night skies, disrupting natural cycles and activities of wildlife, health problems
in humans, as well as preventing humans from observing stars and other planets.
Content/Facts:
Pollution
5 types
Water, land, air, noise, light
Harmful to all living things
Water Pollution
Causes
Oil Spills
Fertilizer
Dirt
Factory dumping
Effects
Kills aquatic life
Causes acid rain
Diseases
Disrupts food chain
Land Pollution
Causes
Chemicals
Fertilizer
Waste from factories
Solid Waste
Deforestation
Effects
problems in the human respiratory system.
problems on the skin.
various kinds of cancers.
Air Pollution
Causes
Factories gases
Burning fossil fuels
Gasoline from automotive
Coal burning and more
Household and farming chemicals
Cleaning products
Fertilizer and pesticides
Effects
Disease to lung, heart, and eyes
Acid rain
 Irritation on eyes, throat, and lungs
Headaches, nausea, and allergic reactions
Noise Pollution
Causes
Forms of transportation
Loud music
Factories
Effects
stress related illnesses
hearing loss
sleep disruption
Light Pollution
Causes
Street lights
Cities
Sports Arenas
Effects
Cant see stars
Effect animals instinctual activities
When to sleep
When to eat
Development
Introduction/Activating/Launch Strategies:
The lesson will start by reading the book, The Wump World by: Bill Peet.
Development/Teaching Approaches:
After reading the book start a discussion with the students about how the book relates
to us as humans and what we are doing to the planet.
Students should be able to see that we are polluting out planet the same way the
Pollutians were.
They were building these big cities that were harming the land, air, and water.
Explain to the students that is exactly what we are doing to our world.
Give them the definition of pollution.
While we might not be as bad as the Pollutians were if we do not change our habits,
we will be.
Today we are going to explore 5 types of pollution.
To do that we are going to break off into groups and research the type of pollution
that will be assigned to the group.
You are to use the website at the top of the chart that has been handing out.
I want to know some of the things that cause the pollution to occur and how
this effects humans and other animals.
Hand out a T-chart for them to complete while they research.
Have them use the website listed at the top of the T-chart to research
their topic.
This website has all 5 types of pollution that we are looking at.
To form the groups, pull popsicle sticks with their name on it.
We will need 5 groups of 4 students each.
 Give each of the group one of the 5 types of pollution (air, land, water, noise,
and light)
They will be given 20 minutes to do their research.
During this time walk around the room and help the children with any questions
they might have.
Allow them to find sources on their own and guide them when they get
stuck.
After the research is complete get the kids to come back to their desk.
Using thumbs up or thumbs down have the kids respond to how they
believe finding the research went.
Take a scan of the room to gage how they believe they did at finding the
causes and effects of their pollution.
From here we will go into making an anchor chart of their finds.
They will be doing a small version of one while the teacher is doing a large
one on easel paper for the whole class to see.
One the anchor chart we will put the causes and effects of each pollution.
As you call each group up give the class the definition of each pollution
we are talking about.
The group that research the pollution will explain their findings to the
class.
As they are explaining their findings students should be writing them
down on their anchor chart as you are writing them on the large one on
the easel.
As we go make sure the students cover the causes and effects listed in
the content area.
As the students will be able to see, there are things we do daily to pollute our
earth.
Now that the students have learned about the types of pollution hand out the
exit slip. Give them 10 minutes to complete it.
As they are working put a picture of water pollution on the front board.
After the 10 minutes are done get the students attention.
Closure/Summarizing Strategies:
Have the students look at the water pollution picture. Ask them to start to think about what
pollution they believe we will be focusing on tomorrow. As they are walking out of the room
to go to recess have them hand you the exit slip worksheet.
Accommodations/Differentiation:
Give the student (with dyslexia) a word bank on only 3 of the exit slip questions to
accomplish.
Materials/Resources:
Peet, B. (1970). The Wump World. Boston: Houghton-Mifflin.
http://eschooltoday.com/pollution/air-pollution/what-is-air-pollution.html (This website covers
all 5 pollution. Children will just have to click on the button of the pollution they are working
on)
http://biology.tutorvista.com/environmental-pollution/water-pollution.html (water pollution
image)
22 copies of T chart, 22 copies of anchor chart, 22 copies of Exit Slip, Easel paper set up for
anchor chart, at least 5 computers, Popsicle sticks with childrens names, The Wump World, 22
pencils, Water Pollution Picture

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

Remediation Plan (if applicable)

Personal Reflection Questions

Did the students understand the content I was trying to get across to them?

How can I make this lesson better the next time I do it?

Is there more assessment to be done as the lesson goes on?

Additional reflection/thoughts