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Teacher Candidate:
Coop. Initials
Group Size:
Pollution
Section
25
Subject or Topic:
STANDARD:
4.5.3.C: Identify different types of pollution and their sources.
S4.B.3.3.5: Describe the effects of pollution (e.g., litter) in the community.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will understand some sources of water pollution and
the impact it has on the environment.
B. The third grade students will be able to discuss details of the Great Pacific
Garbage Patch.
C. The third grade students will be able to describe the difficulties related to
reversing water pollution.
II. Instructional Materials
Pre-made bin of contaminated water (water with oil, coffee grinds, and various
pieces of garbage)
Video about the Great Pacific Garbage Patch
Guided notes sheet
Ten medium-sized bins
Water
Rubber gloves
Five Strainers
Ten small zip lock baggies
Ten large zip lock baggies
Ten spoons
Ten sponges
Twenty coffee filters
Plastic bags, cut into small pieces
The Great Class Garbage Patch worksheet (see attached)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. General understanding of pollution
2. Fine motor skills required to manipulate tool
B. Key Vocabulary
1. Debris- Scattered fragments, typically something wrecked or destroyed
C. Big Idea
1. The impact of water pollution, particularly in reference to The Great
Pacific Garbage Patch
D. Additional content
1. How scientists collect data about water pollution
IV. Implementation
A. Introduction
1. The teacher present the PowerPoint slides with images of clear water
2. The teacher will ask students to do a think-pair-share about their
observations about the water
3. The teacher will present the PowerPoint slides with images of contaminated
water.
4. The teacher will ask the students to do a think-pair-share about how the
water in these images compares to the previous images.
5. The students will have time to think about their answers, share their
answers with a peer, and then share their answers with the class.
B. Development
1. The teacher will continue the PowerPoint presentation
2. The teacher will explain what can cause water pollution and how the
students can work to eliminate water pollution
3. While the teacher is going over the PowerPoint, the students will fill in the
blanks on their guided notes sheet
4. The teacher will explain that water pollution can also be cause by debris
that has floated out into the ocean
5. The teacher will explain that any material left on the shore line or in the
water at the beach is eventually washed out to sea
6. The teacher will explain that much of this debris eventually meets up in
one point in the ocean
7. The teacher will explain that one of the areas where the debris meets is in
The Great Pacific Garbage Patch, and that this is a specific example of
water pollution
8. The teacher will play the video about The Great Pacific Garbage Patch
9. The students will complete the guided notes sheet while watching the
video
10. The teacher will ask questions to prompt the students to review the videos
main ideas
a. What kind of debris is found in The Great Pacific Garbage Patch?
b. Where does the debris come from?
does this lesson fit into what we are learning, how does it impact
how we think, can we use this lesson to predict future lessons?)
D. Accommodations/Differentiation
1. Guided notes and detailed instruction will be provided to all students
2. To accommodate Johnny, a boy who is completely blind, his materials will
be provided is braille and tactilely.
3. Strategic grouping will be used to create groups that work well and have
both advanced and struggling students
E. Assessment/Evaluation Plan
1. Formative
a. The Great Class Garbage Patch handout
b. Teacher observations/check sheet completed during inquiry
2. Summative
a. Science journals will be collected at the end of the unit
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)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
How could this lesson be improved?
Are the students able to generalize information about the Great Pacific Water
Patch to the issue of water pollution as a whole?
Are all students actively engaged throughout all parts of the lesson?