Molloy College Division of Education

Lesson Plan
The Ocean Day #4
Student: Michelle Gould
Course: EDU 520
Grade: 3
Topic: Ocean Pollutants
WEBSITE: michellelgould.weebly.com

Professor: Maria Esposito

Date: 6/10/2015
Content: Science and ELA

Instructional Objective:
After watching a video and reading a passage about how very important it is to keep the ocean
clean, students will be able to explain the impact pollution has on the ocean and its ecosystems.
After the video and the reading, students will turn and talk in their small groups to answer a few
questions about what it is that they learned, to go over as a class. Students will take part in an
experiment demonstrating how difficult it is to clean the ocean once it is already polluted.
CCSS/+NYS Standard/+CEC
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
S1.1a Observe and discuss objects and events and record observations
S1.1b Articulate appropriate questions based on observations
S1.2 Question the explanations they hear from others and read about, seeking
clarification and comparing them with their own observations and understandings.
S1.2a Identify similarities and differences between explanations received from others or
in print and personal observations or understandings
S1.3 Develop relationships among observations to construct descriptions of objects and
events and to form their own tentative explanations of what they have observed.
S1.3a Clearly express a tentative explanation or description which can be tested
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of
proposed explanations involving the use of conventional techniques and procedures and
usually requiring considerable ingenuity.
S2.1 Develop written plans for exploring phenomena or for evaluating explanations
guided by questions or proposed explanations they have helped formulate.
S2.1a Indicate materials to be used and steps to follow to conduct the investigation and
describe how data will be recorded (journal, dates and times, etc.)
S2.2 Share their research plans with others and revise them based on their suggestions.
S2.2a Explain the steps of a plan to others, actively listening to their suggestions for
possible modification of the plan, seeking clarification and understanding of the
suggestions and modifying the plan where appropriate

S2.3 Carry out their plans for exploring phenomena through direct observation and
through the use of simple instruments that permit measurement of quantities, such as
length, mass, volume, temperature, and time.
S2.3a Use appropriate "inquiry and process skills" to collect data
S2.3b Record observations accurately and concisely
Key Idea 3:
The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into phenomena.
S3.1 Organize observations and measurements of objects and events through
classification and the preparation of simple charts and tables.
S3.1a Accurately transfer data from a science journal or notes to appropriate graphic
organizer
S3.2 Interpret organized observations and measurements, recognizing simple patterns,
sequences, and relationships.
S3.2a State, orally and in writing, any inferences or generalizations indicated by the data
collected
S3.3 Share their findings with others and actively seek their interpretations and ideas.
S3.3a Explain their findings to others, and actively listen to suggestions for possible
interpretations and ideas
S3.4 Adjust their explanations and understandings of objects and events based on their
findings and new ideas.
S3.4a State, orally and in writing, any inferences or generalizations indicated by the data,
with appropriate modifications of their original prediction/explanation
S3.4b State, orally and in writing, any new questions that arise from their investigation
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
Reading Standards for Literature K5
Key Ideas and Details:
CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details
in the text.
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
Craft and Structure:
CCSS.ELA-Literacy.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)

Council for Exceptional Children Standards (CEC)

1.1.
Systematically individualize instructional variables to maximize the learning outcomes of
individuals with exceptionalities.
1.2.
Identify and use evidence-based practices that are appropriate to their professional
preparation and are most effective in meeting the individual needs of individuals with
exceptionalities.
1.3.
Use periodic assessments to accurately measure the learning progress of individuals with
exceptionalities, and individualize instruction variables in response to assessment results.
14.
Create safe, effective, and culturally responsive learning environments, which contribute
to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
Motivation
Students will be given 3-5 minutes to write down what the word pollutant means to them.
Materials
Reading about pollution
Video on pollution
Lab report
Colored pencils
Markers
Crayons
Pen/pencil
Paper
Strategies
Group discussion, small groups, cooperative learning, independent instruction, direct instruction,
collaborative groups, indirect instruction, and writers instruction.
Adaptations
For the student that is visual impaired the teacher can do a variety of things to help the student.
The teacher will read aloud the passage to the class and also provide a copy of the audio version
to the student to have a copy of. Other things that can be done include: carefully describing
important visual occurrences that occur in the passage and the experiment, review the assignment
instructions orally, and allow the student to use a tape recorder to tape the lesson.
Differentiation of Instruction
The teacher realizes students do not learn the same way; therefore, students will be separated into
groups according to interest:
Those interested in drawing will be asked to draw a poster about keeping the ocean clean. Those
interested in computers will create a PowerPoint with five slides about the pollutant experiment.
Those interested in writing will make a poem about how important it is to keep the ocean clean.

Developmental Procedures
After watching a video and reading a passage about how very important it is to keep the
ocean clean, students will be able to explain the impact pollution has on the ocean and its
ecosystems.
After the video and the reading, students will turn and talk in their small groups to answer
a few questions about what it is that they learned, to go over as a class.
Students will take part in an experiment demonstrating how difficult it is to clean the
ocean once it is already polluted.
Assessment:
As an assessment at the end of the class, the teacher will observe how the students completed the
experiment and if they were able to meet the objective of the lesson and answer the questions
pertaining to the experiment.
Independent Practice
For homework, students will answer the questions pertaining to the lab.
Direct Teacher Intervention:
For the students who did not meet the lesson objectives they will have a teacher prepare a 5-item
list of things that can become pollutants. They will pick the one from the list and will write a
paragraph about how they can limit their use on this item and what an impact it will create.
Academic Enrichment:
For the student who met the objective, they will read and article about NOAA and answer the
questions that go along with it.