Who polluted the river?

Name: Kenzie McDonald

Grade 3/4 Topic Living things, diverse groups,

interaction in an ecosystems,
and how organisms respond
to environment.

Date Dec 1/17 Allotted Time 1 hour

STAGE 1: Desired Results

Cite sources used to develop this plan:

Who_polluted_the_river.pdf
Watch

Rationale:
The students are learning about ecosystems and how animals interact with the land. This
lesson is meant for the learners to visually see how the water can be polluted by various
things while they are listening to the interactive story. In sequence, in The Winnie book
we have discussed bears and what they eat and what kind of environment they live in.
Bears use the river as a food resource and drinking water. In the Lorax we discussed the
changes that occurred when the Oncler started his factory and chopped down the trees,
polluted the water and the air. We can understand why it is important to take care of our
natural resources.

Curriculum Connections:
 Understand
Big Ideas: Living things are diverse, can be grouped, and interact in their local
ecosystems.

Essential or Guiding Questions:

What are some of the ways a river is polluted? How does the pollution affect the living
organisms around it? How are, for example, bears affected by a polluted river? Why is it
important for us to try to keep our rivers clean?

Do
Core Competencies:
Communication - Students engage in informal and structured conversations
where they listen, contribute, develop understanding connections, learn to
consider diverse perspectives, and build consensus.

Curricular Competencies:
Demonstrate curiosity about the natural world
Make predictions based on prior knowledge
Make observations about living and non-living things in the local environment
Identify some simple environmental implications of their and others actions
Make connections between ideas from a variety of sources and prior knowledge
to build understanding

Know
Content Standards:
Biodiversity in local environment, ecosystems, observable changes in the local
environment by listening and understanding the elements of the orally presented
story.

STAGE 2: Assessment Plan

Learning Intention: I can understand the importance of clean water and

What will students learn? some of the things that can pollute it.

Evidence of Learning: Participation in the story (dumping their canister), A B

How will students show partner talk about the discussion questions, double-
their learning? entry journal.
 Reminder of how to do a A B partner share.
Criteria: Criteria for the double-entry journal.

STAGE 3: Learning Plan

Resources, Material and Preparation:

Printing and taping the labels on the containers, pollution in the containers for each
student, story for the different pollutions, clear container for water, writing journals,
double-entry journal criteria, discussion questions, gopro (making sure it is okay that we
video the students)

Organizational/Management Strategies:
Lesson Development
- Note: Dont have more than one barnyard canister (coffee), as two
doses of it will make the water too dark to notice the progression of
pollution afterwards.
- Emphasize the label words in the story so the students know that it is
their turn to put their container in the water
- Check for understanding in the story
- Make sure the A B partner share is on task
- The students using role play in the story

Connect: Pacing

Teacher will Students will

Set up the gopro in an appropriate
spot where we can see the children
putting their pollution in.
Get the students in their desk and
disperse the containers to each
student.
Fill up the container with water. Discuss the questions
Watch
Watch the video on the black bear.
How would Winnie use the river?
How did the bear catch catch the
salmon? Do you think it would be
difficult to catch a salmon that way?
Do you think it would be difficult to
move in those rapids?
Bears use the river for their food
resource (salmon) and drinking
water.
What other ways is a river used?
Is it important to have clean water
for the bears and salmon?
What happened to all the gullpy
gups in the lorax when the factory
goo was going into the water?
What sort of animals live in the
river?
What animals eat animals in the
river ?
What do humans use the river for?
What if the water that came out of
the tap was contaminated ?

Share the learning intention

Process: Pacing

Teacher will Students will

Read the story Students will pour the contents from
their containers into the water, when
it is time to do so.
They will be able see the water and
how it is changes after its been
polluted.

Transform: Pacing

Teacher will Students will

Go over the discussion questions Students will use the A B partner talk
to discuss each question

Go over the criteria again for the Write a double entry journal about the
double entry journal activity

Closure:

Next week we are going to go outside behind the school to observe the habitat around the
cat stream and discuss some things we see. Maybe we will see some ways the stream
has been polluted.
 Adding and editing the gopro footage, adding to freshgrade.

Planning for diversity

Every student gets to participate in this activity, there will be two of each canister so
everyone gets to pour something in the water.
We may have to stop the story to make sure the students are listening and paying
attention

Reflection What was successful in this lesson? If taught again, what would you change to
make this lesson even more successful and inclusive for diverse and exceptional students?