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At the end of this unit students will be able to recognise how our actions may pollute and impact negatively on our
environment and the wider world.
Lesson plan- Session: 3
Aim:
For student to gain an understanding of how human actions impact the water source and the environment.
a. LEARNING OUTCOMES: c. ASSESSMENT TO BE COLLECTED:
Communicating
School priorities:
Experiment
Activity adapted from (n.d) Protecting our Water Resources: Students Activities for the Classroom.
PART 1:
Teacher will: Instruct students, in pairs to collect their materials. (Plastic cups, paper strips sand, vinegar, detergent, pencil
shavings).
Teachers will: encourage students to record observations in Vee diagram session 3 section.
Teacher will: encourage students to participate in discussion as they are adding the materials into the plastic cup.
Students will: observe the polluted water and record observations in Vee diagram session 3 section:
PART 2:
Teacher will: ask one group at a time to come up and collect the tell materials needed for the next part of the experiment.
Students will: grab one plastic cup, spoons, coffee filter and cotton ear buds in order to attempt to clean the polluted water using
any method the think will be successful.
Teacher will: encourage students to record observations in Vee diagram session 3 section.
Discussion:
Teacher will: ask critical thinking questions:
Was anyone successful at cleaning the polluted water?
Why they were or weren’t successful?
What does this experiment show them?
Can we relate this experiment to the real life?
Is this water healthy for humans, animals and plants to drink?
What effect might this have on our animals and the ecosystem they live in?
What can we do to ensure it doesn’t get this way?
Assessment:
Teachers will: Use post experiment discussion time to record any observations or quotes that help to demonstrate that students
have met the learning outcomes
Students will: discuss connection between the photos shown earlier and the experiment.
Students will: Students’ Vee diagrams will be collected and observed by educators at the end of the lesson (appendix 5).
References:
Earthporm. (n.d) 23 Heartbreaking Photos Of Pollution That Will Change The Way You Live [image]. Retrieved from
Fleer, M. (2015). Science: For children. Port Melbourne, Australia: Cambridge University Press.
Glennine, A., & Cox, L. (2014). The river you can’t see for RUBBISH: Former Indonesian paradise is now clogged with household
waste and toxic chemicals dumped by textile factories [image]. Retrieved from http://www.dailymail.co.uk/news/article-
2601944/Indonesian-river-clogged-toxic-chemicals-dumped-textile-factories.html
http://www.earthporm.com/heartbreaking-photos-of-pollution/
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-
environmental behaviour? Environmental Education Research, 18(3), 239-260. doi:10.1080/13504620220145401
Liu, X. (2009). Essentials of science classroom assessment. Thousand Oaks, California: Sage Publications.
Nguyen, D. (n.d). Water Pollution in Vietnam “A better future for water, life and the environment” [image]. Retrieved from
http://environmental-issue-water-pollution-in-vietnam-nguyen-diana.weebly.com/water-pollution-impacts-on-human-health-
society--the-environment.html
Panos London Illuminating Voices. (n.d). Governance [image].Retrieved from http://panoslondon.panosnetwork.org/our-
work/themes/governance/]
Protecting our Water Resources: Students Activities for the Classroom. (n.d). Water Resource Educational Activities for
Kindergarten through Ninth Grade. Retrieved from
http://www.stormwater.ucf.edu/toolkit/vol3/Contents/pdfs/Student%20Activities/student_activities.pdf
Rapid Industrialization Causing Environmental Issues in Asia, China and India. (2013) Pollution in India [Image]. Retrived from
http://environmental-issues-asia-china.blogspot.com.au/2013/04/pollution-in-india.html
Ross, A., Skinner, C., & Fillippino, T. (2005). It's Not Easy Being Green—Adaptation is Our Theme: Inquiry Teaching in the Middle-
Level Science Classroom. Childhood Education, 81(4), 228-233. http://dx.doi.org/10.1080/00094056.2005.10522278
Skamp, K. (2004). Teaching primary science constructively (2nd ed.). Southbank, Australia: Thomson.
The Victorian Curriculum and Assessment Authority (2017). Victorian Curriculum: Science. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/intercultural-capability/introduction/structure
Water Pollution. (n.d). Ocean Pollution [image]. Retrieved from https://u.osu.edu/waterpollution2367/sample-page/