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Clinical II

Lesson Plan

Teacher: Amy Carlson
Unit Name: Pollution
Lesson Title: Life in a Fish Bowl (Action for a Cleaner Tomorrow)
Grade Level: Second


Standards Objective(s) Assessment
CCSS:
W.2.3: Write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
provide a concluding
statement or section.

SC Science Standard:
2-2: The student will
demonstrate an
understanding of the
needs and characteristics
of animals as they
interact in their own
distinct environments.




1. TSWBAT write a short
(at least 5 sentence)
paragraph discussing
water pollution and how it
affects the fish living
there.

2. TSWBAT see the
effect of water quality on
living things.















1. The students will be
observed throughout the
lesson. They must pay
attention in order to
participate in the activity
and gather information to
write their paragraphs.

2. The students will write
a short (at least 5
sentence), descriptive
paragraph from the point
of view of our fish. They
must first tell how they
felt living in the polluted
water. Then the students
should inform the reader
about water pollution,
including what it is and
ways to stop it from
happening. (A web can
be created to pre-write if
necessary).

Materials and Resources: (1) Pollution Power Point (2) Life in a Fish Bowl
narrative (3) Fish bowl (4) six ingredients included in narrative (soil, blue sugar,
soap, soy sauce, cocoa powder, trash) (5) flashlight (6) sponge fish (7) writing
handouts
Lesson Introduction
*How will you engage
your students in the
topic?
The teacher will being the lesson by asking
students what they think when they hear the word
pollution. Does it sound happy? Does it sound sad?
Gross? Students should explain why they chose
certain words. The teacher will inform the students
that they are going to discuss pollution, specifically
water pollution.
Procedure The teacher will go through the pollution Power
Clinical II

*Be specific give step-
by-step instructions

Point slides, focusing in on water pollution. She will
explain that most people think about water pollution
as being a big pipe in the ground, but it really comes
from polluted runoff. The teacher will then explain
what this is and provide examples. (Polluted runoff
occurs when rainwater washes pollutants off of the
land and into nearby bodies of water). She should
share that in order to prevent polluted runoff, we
should look at some of our habits. We are going to
learn about some types of polluted runoff and then
think about ways that we can change it.

The teacher will not bring out the fish bowl and
introduce our class fish. She will tell the students
that they need to be perfectly quiet and pay attention
to the story, but they are allowed to express reactions
when necessary. She will ask for a well-behaved
volunteer to come hold the straw and make the fish
swim around in the water.

The teacher should read the narrative included in the
Action for a Cleaner Tomorrow book (page 120).
While going through the story, look for focused, well-
behaved students to come pour the objects into the
bowl.

After going through the narrative, ask the students
where they think our fish would rather live and if they
would want to swim in a river like ours.

Pull out the writing handout. Explain to the students
that they are going to be writing as if they were the
fish. Go over the components to be included in their
paragraphs: How did you feel after your water was
polluted? What is water pollution? What are some
ways the humans can keep it from happening?
Students can illustrate their writings if time is allotted.




Lesson Closure
*How will you summarize
the lesson?
Students will have an opportunity to share what they
wrote. They can also ask any final questions and tell
how they felt about the activity.