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Teacher Candidate:
Mark Oliver
Date: 12/1/2014
Mentor Teacher:
Kimberlee Josey
LESSON OBJECTIVE:
Given website links and a research guide handout, the student will with 100% accuracy research and explain
what water pollution is, identify five major types of water pollution, identify five causes and five effects of
water pollution, and identify five preventative measures and/or solutions to the water pollution problem.
Given a computer and word processing software, graphic organizer software, and word processing software, the
student will create a graphic display of their web research that utilizes clip art and/or pictures to enhance the
awareness of the problem of water pollution.
The goal of this lesson is to raise awareness in the students of how serious the problem of water pollution is to
life on Earth through personal and collaborative research. Students will utilize a computer with access to the
Internet to research and analyze the types, causes, effects, and solutions of water pollution from a global
perspective. Students will also write a 1 3 paragraph reflection on the impact that water pollution has on the
world and on their lives.
STANDARDS ADDRESSED:
TN Science CLE 3260.4.2 Explain best management practices related to water and soil resources.
TN Science CLE 3260.4.4 Evaluate the impact of human activities on natural resources.
TN Science CLE 3260.6.3 Explain methods used for remediation of land, air, and water pollution.
TN Science CLE 3260.7.3 Explain how human activity is related to ozone depletion and climate change.
ISTE Standard(s)
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
2. Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
d. Contribute to project teams to produce original works or solve problems.
MATERIALS:
1.
2.
3.
4.
Computer
Microsoft Word
Inspiration (Graphic Organizer Software)
Internet Access to:
http://water.usgs.gov/edu/wuww.html
http://water.usgs.gov/owq/data.html
http://eschooltoday.com/pollution/water-pollution/causes-of-water-pollution.html
http://www.conserve-energy-future.com/sources-and-causes-of-water-pollution.php
http://www.explainthatstuff.com/waterpollution.html
5.
6.
7.
8.
Technology Integration: Students will use a computer with Internet access the websites listed above as reputable
sources for understanding the problem of water pollution. The Inspiration software on the computer will be used
to aid the students in the creation of their graphic organizers on water pollution. The word processing on the
computer will aid the students in writing their reflections and making sure that their work is both neat and
without basic errors.
BACKGROUND and RATIONALE:
Students will demonstrate a clear understanding of water pollution including its types, causes, effects,
and solutions through the creation of a graphic organizer.
Vocabulary for this lesson include: water pollution, waste water, stormwater (run-off), contamination,
disease, pesticides, acid rain, groundwater, algae, and seepage.
This lesson will build upon previous lessons about environmental awareness of the value and scarcity of
Earths natural resources.
Students will utilize learning from the water pollution lesson to help with understanding the next lesson
on water scarcity and how that affects people all over the world.
The lesson or technology use will be modified to meet the needs of diverse learners.
Introduction:
1.
2.
3.
4.
Set the two clear glasses on a desk or table in front of the class.
Pour water from the fountain into one glass and water from the natural source into the other one.
Ask the students which glass of water they would feel more comfortable drinking.
Explain the sources of the water and introduce the concept of water pollution. Further point out
that millions of people only have a natural source of water available and that the quality of this
water has a profound effect on their lives.
5. Explain the exercise that is to be required of the students and display an example of a graphic
organizer on water pollution for five minutes on an overhead projector or smart board.
Procedures:
Student Procedures:
1. Students write down their group number and
computer assignment on the Research Guide
Handout.
2. Make sure that the names of all group members are
listed on the Research Guide Handout.
Student Procedures:
1. Open an Internet browser.
2. Go to the websites printed on the instructional
sheet using multiple tabs as needed.
3. With the Research Guide Handout locate the
information needed on the websites and record it
on the handout.
4. When the Research Guide Handout is completed,
place it on the teachers desk and return to your
desk.
Day 2
Prior to the Computer (10 minutes)
Teacher Procedures:
Student Procedures:
Student Procedures:
Student Procedures:
1.
2.
3.
Closure: Open a discussion about water pollution by asking students about the most shocking or
interesting fact that they learned through the lesson. Also, ask students how water pollution can
be prevented or greatly reduced. Water pollution affects all humans no matter where in the world
they live.
ASSESSMENT EVIDENCE:
Water Pollution Rubric
Criteria
Graphic Organizer
Reflection
All of the
requirements of the
graphic organizer are
met. All of the facts
given are accurate.
The reflection
demonstrates a
somewhat vague
understanding of
water pollution and its
effects on the
environment and
people around the
world.
The reflection
demonstrates a
somewhat clear
understanding of
water pollution and its
effect on the
environment and
people around the
world.
The reflection
demonstrates a clear
understanding of
water pollution and its
effect on the
environment and
people around the
world.
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.