KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT













STANDARD:

4.5.2.C. Identify how people can reduce population

4.5.2.D. Describe how people can help the environment by reducing, reusing, recycling, and
composting

I. Performance Objectives (Learning Outcomes):
1. Second Grade Students will be able to define land pollution and the effects it has on our
environment.

II. Instructional Materials

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of additional
content)
A. Prerequisite Skills
1. Students will have a basic understanding of pollution.
B. Key Vocabulary
1. Land Pollution: The destruction of Earths surfaces, often directly or indirectly
as a result of mans activities and their misuse of land resources.
C. Big Idea
1. Students will understand the impact that land pollution has on our environment
direct instruction.
D. Additional Content
N/A






Teacher Candidate: Miss Burkhart & Miss Murphy Date: November 12
th
2014

Cooperating Teacher: Professor Varano Coop. Initials

Group Size: Large (20) Allotted Time 30 minutes Grade Level 2
nd
Grade

Subject or Topic: Land Pollution Section
IV. Implementation
A. Introduction
1. Yesterday we discussed what air pollution is. Who guessed that land pollution
was one of those types? Well today were going to talk about land pollution.

a.) Display land pollution picture on the front board and ask students to take
out their graphic organizer. The teacher will prompt students to discuss with
their table teams any additional details they are noticing about the picture.

b.) The teacher will ask students to share their responses.

B. Development
1. Picture and Book Activity (I do)

a) Post images of a landfill on the board and tell the students to imagine
this being in their backyard.

b) Read Garbage and Recycling pages 4-6

c) The garbage we produce has to go somewhere and this is one of the
causes of land pollution. Can anyone think of some other causes? Have
students think, pair, share ideas of causes of land pollution.

2. Harmed by Land Pollution (we do)

a) Explain to the students that we are not the only ones that are harmed
and effected my land pollution.

b) As a class, brainstorm who/what else is affected by this pollution.
Teacher write student responses on the board.

3. Garbage Activity (You do)

a) To show how much waste each individual person produces in a day the
students will collect their own trash in a whole day

b) The teacher will provide each student with a garbage bag and explain
that no food is to be placed in this bag. Only bottles, wrappers, paper,
bags, etc.

c) Tell the students that they will start this the next morning before school
and bring the bag to school and keep it with them for the whole day. Any
trash they have will go in this bag.



C. Closure

1. Have the students think, pair, share on ideas how land pollution can be reduced.

D. Accommodations/ Differentiation

1. T.J. has a visual impairment. All print on handouts will be made larger to
accommodate him.

E. Assessment/Evaluation Plan

1. Formative: Students will turn in their response worksheet about land pollution
and the garbage they collected to be checked for completion through a checklist.

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)

B. Personal Reflection

1. Do the students demonstrate understanding of land pollution and what they can
do to reduce it?

2. Was the trash collection activity effective?

VI. Resources

Morgan, S., & Harlow, R. (1995). Garbage and Recycling. New York: Kingfisher.