NGSS Lesson: ​Water Pollution: Oil Spill STEM Experiment!

 
By: Elisabeth Anderson 
 
Grade: 1  Topic:​ Engineering Design   Lesson #​ 1 ​in a series of ​1 
Brief Lesson Description​: 
 
In this lesson on oil spills students will be introduced to the negative effects of crude oil on 
water. Students will use videos, pictures, and books to see the negative effect of human 
activities on the environment and wildlife and how difficult it is to clean up after an oil spill. 
Students will also discuss and think about ways to prevent and solve the problem of oil 
pollution on the water. We will begin the lesson by reading a book on an oil spill and students 
will answer question regarding the effects, then they will test different tools to clean up an oil 
spill and compare which one worked the best. Then they will design a tool that would best 
clean up the oil. We will end the lesson with kids generating possible ways to prevent an oil 
spill on the ocean. 
 
Performance Expectation(s): 
 
Physical Science and Engineering Design 
 
K-2-ETS1-1 Engineering Design 
Ask questions, make observations, and gather information about a situation people want to 
change to define a simple problem that can be solved through the development of a new or 
improved object or tool. 
 
K-2-ETS1-2 Engineering Design 
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object 
helps it function as needed to solve a given problem. 
 
K-2-ETS1-3 Engineering Design 
Analyze data from tests of two objects designed to solve the same problem to compare the 
strengths and weaknesses of how each performs. 
 
K-ESS3-3 Earth and Human Activity 
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or 
other living things in the local environment.  
 
MCPS Science Standards: 
Environmental Science 
6.1.B.1 Recognize that caring about the environment is an important human activity. 
 
6.2.B.1 Recognize and describe that the activities of individuals or groups of individuals can 
affect the environment​.
 
 
ELA Literacy Standards: 
 
First Grade Key Ideas and Details: 
CCSS.ELA-Literacy.RL.1.1 
Ask and answer questions about key details in a text read aloud. 
 
K-5 Comprehension and Collaboration: 
CCSS.ELA-LITERACY.SL.1.1 
Participate in collaborative conversations with diverse partners about ​grade 1 topics and texts 
with peers and adults in small and larger groups. 
 
CCSS.ELA-Literacy.SL.1.a 
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns 
speaking about the topics and texts under discussion). 
 
CCSS.ELA-Literacy.SL.1.b 
Build on others' talk in conversations by responding to the comments of others through 
multiple exchanges. 
 
CCSS.ELA-LITERACY.SL.1.5 
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, 
thoughts, and feelings. 
 
First Grade Measurement and Data: 
CCSS.MATH.CONTENT.1.MD.C.4 
Organize, represent, and interpret data with up to three categories; ask and answer questions 
about the total number of data points, how many in each category, and how many more or less 
are in one category than in another. 
 
First & Third Grade Geometry  
CCSS.MATH.CONTENT.1.G.A.3 
Partition circles and rectangles into two and four equal shares, describe the shares using the 
words halves, fourths, and quarters, and use the phrases half of, fourth of, and a quarter of.  
 
CCSS.MATH.CONTENT.3.G.A.2 
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the 
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each 
part as 1/4 of the area of the shape. 
 
 
Specific Learning Outcomes: 
 
● Students will be able to describe the effects of oil pollution and generate a variety of 
possible solutions to prevent its occurrence. 
● Students will be able to simulate and describe different clean-up methods of an oil spill. 
● Students will be able to sketch a tool that they think will best clean up an oil pollution. 
  
Essential Questions: 
How do human actions change or help the environment? 
How do human actions harm the environment? 
What are the consequences of human use of natural resources? 
 
 
Narrative / Background Information  
Prior Student Knowledge: 
● Students had previous lessons on how humans modify the environment. 
● Students had previous lessons on pollution and its negative effects and how to protect 
our planet. 
● Students know what positive or negative effects of events are. 
● Students can compare the different amount of liquids and compare them using the 
vocabulary more, less, or equal. They also had a lesson on fractions and can read 1/4, 
2/4 3/4, and 4/4. 
 
Science & Engineering  Disciplinary Core Ideas:    Crosscutting Concepts:   
Practices​:   ● 3-5-ETS1-1. Define a  ● Cause and Effect: 
● Asking Questions and  simple design problem  Mechanism and 
Defining Problems  reflecting a need or a want  Explanation. Events have 
that includes specified 
● Planning and Carrying  causes. 
criteria for success and 
Out Investigations   constraints on materials, 
● Scale, Proportion, and 
● Developing and Using  time, or cost.  Quantity- Students will 
Models  ● 3-5-ETS1-3. Plan and carry  need to consider the 
● Constructing  out fair tests in which  amount and types of 
Explanations and  variables are controlled and  materials they used and 
Designing Solutions   failure points are  its impact on the 
● Obtaining, Evaluating,  considered to identify  structure. 
aspects of a model or 
and Communicating  ● Structure and Function: 
prototype that can be 
information  improved. 
The shape and stability 
  ● 3-5-ETS1-2. Generate and 
of structures of natural 
compare multiple possible  and designed objects are 
solutions to a problem  related to their 
based on how well each is  function(s).  
likely to meet the criteria  ● Systems and System 
and constraints of the  Models  
problem.ESS3.C: Things   
that people do to live   
comfortably can affect the 
world around them. But 
they can make choices that 
reduce their impacts on the 
land, water, air, and other 
living things.  
Possible Preconceptions/Misconceptions:  
Preconceptions:  
● Students at this grade level might have heard about oil spills, but not understand their 
severe impact on the environment and wildlife. 
● Students might think that it is not difficult to clean an oil spill since it is only on the 
surface 
 
Misconceptions: 
● They might think that the oil will just sink to the bottom. 
● They might think that one can just scoop the oil off the water. 
 
 
LESSON PLAN – 5-E Model 
 1. ENGAGE: Story  
Description of ENGAGE Opening Activity: 
 
Begin the lesson by letting students know that oil spills occur all around the world almost 
everyday. Begin the lesson with students completing the “KW” of the KWL chart. They will 
write about what they know about oil spill and its effects on animal and environment and what 
they want to learn about it. Once they are done completing the chart, some students will share 
their ideas, then they will put it away to complete the last part at the end of the lesson. 
 
Students will then sit on the carpet and the teacher will show students a series of pictures 
showing the negative effects of oil spills on the environment and wildlife. Some of the pictures 
will show beaches, birds, animals, plants, and water covered by crude oil. Then ask students: 
What did you notice in these pictures? What new information did you learn about oil spills? 
 
Read the book “Oil Spill” by Melvin Berger to students and engage the class in a discussion 
about the information provided in the book. Then, ask students what other information they 
learned now. Start the clean-up activity. 

2. Explore 
Lesson Description – Materials Needed / Probing or Clarifying 
Questions:  
 
− 1 copy of ​Oil Spill! by Melvin Berger for the whole group reading  
− A pair of Gloves for each student 
− KWL chart on oil spills for each kid (​LINK​) 
− Oil Spill STEM for each student to complete during and after the experiment (​LINK​) 
− Poster/Presentation directions (​LINK​) 

Each group will have: 

− 4 clear tray tubes filled with simulated oil Spill on water ( water+ cocoa powder + 
cooking oil+ blue food coloring to make it look like a real oil spill on the water) for each 
tool to use. 
− 4 graduated cups to collect the removed oil  
− 10 medium size cotton balls to use as a pad 
− 15 ear swabs to serve as skimmer 
− One or two pieces of yarn to use as a boom 
− Paper towels to serve as absorbers 
− Large construction paper for oil spills effects and solutions 
− Hand paper to clean up the mess. 

Resources for students Research 

− W​ebsites: 
● http://www.kidzworld.com/article/24170-oil-spills-sad-but-true 
● https://sciencing.com/oil-spill-information-kids-5444185.html 
● https://www.ducksters.com/history/us_1900s/exxon_valdez_oil_spill.php 
 
− Books: 
● Patti Pelican and the Gulf Oil Spill by Lynda Wurster Deniger 
● Oil Spill by Melvin Berger 
● https://www.storyjumper.com/book/index/13165452/The-Oil-Spill-Adventure# 
 
− Possible Videos: 
● https://www.youtube.com/watch?v=APk_65bdhCM 
● https://www.youtube.com/watch?v=ZIjB5c_N5ME 
● https://www.youtube.com/watch?v=qFE8Wda3Uno 
● https://www.youtube.com/watch?time_continue=74&v=oILB2LwfKYo 
● https://www.wsj.com/video/animation-of-oil-spill-cleanup-methods/AA1145B
0-B02A-4730-9F4C-05D8B013A7C7.html 

 
 
Materials Science Adaptation: Possible Differentiation 
Students will be in mixed groups of different abilities so they are able to have a discussion or 
provide some explanation to those that will need some clarification. The teacher can choose 
different materials such as spoons, fabrics, eyedroppers, etc. to use as models for real tools 
used to clean up oil spills. 
 
Preparation:  
− Demonstrate to students how to create a simulated oil spill. Mix oil and cocoa powder 
to create the simulated crude oil. Pour a small amount of the mix ( 4tsp) into the 
containers with water ( you could add some blue food coloring to make the water blue). 
− Students will notice that oil doesn’t mix with water. Ask students what they noticed, 
then explain that fact to clarify any misconception. 
− Set up all the materials needed for each group on a designed space table before starting 
the activity. Protect each table with plastic or other materials to avoid stains. 
− Review group work and materials usage with the whole group. 
− Divide students into groups of 4 or 5 students. It will be up to the teacher to choose 
how to form groups ( i.e. used mixed ability to foster peer assistance). 
− Students will individually fill out the first part of the ​Oil Spill STEM sheet​ before getting 
into their group to begin the clean-up. 
 
Da​y 1: Introduction and experiment 
Begin the lesson with the engaging part. After engaging students with discussions and 
reading, show students the materials they will use. Briefly discuss some techniques used to 
clean up previous oil spill based on the book we read and videos on clean up techniques. 
Make sure to specify that they should use only one tool per oil spill tray and pour the collected 
oil into the graduated cup because they will observe the collected amount to discuss the 
effectiveness of the tool. Briefly explain each tool and what they represent in real life. 
Now give students some time ( 15 minutes or more) to predict what tool they think will work the 
best and why by the filling out the first part of ​“ Oil Spill STEM”. 
 
After predicting which tools will work the best,​ explain to students that they will conduct an 
experiment where they will clean up the oil spill. Have students begin trying out the 4 different 
tools to clean up the most amount of oil possible from the tray. Circulate around the room to 
observe students and provide them with support if needed. Ask them guiding questions as 
they are working. Make sure to have students pay attention to the amount collected and the 
one left in the water, the effort it takes to clean up, and what can be done with the collected oil. 
Provide enough time for students for this experiment. 
 
After each team has completed the cleaning up with each tool, they will observe and estimate 
the amount of oil collected with each tool and individually fill out the second part of the ​“ Oil 
Spill STEM” form by drawing and recording what happened with each tool. Then they will 
complete the next section where they will color to show the amount of oil collected with each 
tool and which one was the most effective.   
 
Bring students back together and have a discussion about the experiment by asking them 
questions.   
 
What happened when you cleaned with each tool? 
How much oil did you collect with each tool? Did you clean all the oil? 
What was the most effective tool? 
What effort did you put into cleaning? 
What can you say about cleaning up a real oil spill? 
 
Day 2: Design and explanation 
After discussing the cleaning up of an oil spill with different tools and their efficiency the day 
before, students will now design a tool they think will be most effective in cleaning up a real oil 
spill.  
 
Before beginning the sketching, review with students what they learned so far about oil spills 
and have them complete the last part of the ​KWL chart. Briefly discuss what they learned 
about oil spill as a class. 
 
After the discussion, have each student complete the last part of the ​“ Oil Spill STEM” form 
where they will draw and label a tool they would invent to clean up an actual oil spill and reflect 
on why they think their design will clean up most of the oil.  
 
After drawing, have students share their design and reasoning with at least 2 other students in 
the class. Then have a brief getting together where some students are picked randomly to 
share with the whole class. 
 
 
Day 3: Poster/presentation for Solutions and prevention 
Begin the lesson this day by asking students why it’s important to discuss oil spills, and the 
consequences of this water pollution on animals, habitats, and plants. Then as a class, 
generate possible solutions to prevent or at least reduce their occurrence. Have students 
research or read more selected books and online resources about oil spills ( grade 
appropriate), watch selected videos listed above on oil spills. Then have students work in 
small group to choose a way to present their ideas using a meduim of their choice such as 
creating a poster, slides, a sketch, or any other way of presentation using these guidelines 
(​LINK​) ​where they will draw, label, and write about the consequences of oil spill and some 
solutions to the problem. When they are done creating the poster, each group will present their 
work and ideas to the rest of the class. 
 
 
 
 3. EXPLAIN: Concepts Explained and Vocabulary Defined: Engineering 
Challenge 
Description: 
 
Throughout the lesson, students will be answering questions about oil spills and gaining an 
understanding of the importance of such disasters. 
 
The teacher will use these questions in addition to the previous one to guide students in 
creating a poster for taking action in solving the problem. 
 
Why are oil spills an important topic to learn about? 
What can you ( the students) do to prevent oil spills from happening? 
How could humans prevent such disasters from happening? 
 
4. ELABORATE: Applications and Extensions: Student will improve design 
Description:  
Day 4 
Possible extension: 
 
● After all the activities on oil spills, students will have the opportunity to try to work with 
the group to create a design that will best clean a real oil spill. They could also try to 
build a model of their design if time permitted, and the teacher will provide them with 
necessary materials to accomplish that. 
 
● Another way to challenge students will be to have students think of different materials 
available (the teacher would have other materials available in the class such as spoons, 
eye droppers, and so on) than the one assigned to each group to clean up the oil spill.   
 
● A Teacher could have another oil spill mini-lesson on cleaning up oil from wildlife’s 
bodies. Students could try to clean up an oil spilled on animals’ skins by providing 
students with a feather or natural wool materials that simulate an animal fur soiled with 
the simulated oil spill and different materials such detergent, cotton ball, sponges, 
water, and assign them the task of removing as much oil as possible from the animals’ 
bodies. Then, they can choose a way to present their ideas. 
 
 
5. EVALUATE: Performance-Based 
 
Formative Monitoring (Questioning / Discussion): 
● Teacher circulating while students are discussing and completing the different activities 
in this lesson. 
● Students participation and responses to questions throughout the lesson. 
 
Summative Assessment (Quiz / Project / Report): 
● Student KWL chart 
● Oil Spill STEM form 
● Poster and presentation 
 
Helpful Resources: 
● The Next Generation Science Standards 
​https://www.nextgenscience.org/sites/default/files/1%20Combined%20topicsf.pdf 
 
● Common Core Standards: English Language Arts Standards » Reading: Literature » 
Grade 1 
​http://www.corestandards.org/ELA-Literacy/RL/1/ 
 
● Common Core Standards: Grade 1 » Measurement & Data 
​http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.A.2 
 
● Common Core Standards: Grade 1 » Geometry »  
​http://www.corestandards.org/Math/Content/1/G/A/3/ 
 
● MCPS Standards