Grade 2: Pollution AW2.2

Grade 2 Science: Pollution

 

Name: Amy Arnal                                                       Date: December 4th, 2017

Subject: Water and Air Pollution                                   Grade: 2

Content: (Topic)

Water and Air Pollution

 

Teaching Instructional Strategies:

“One, two, three, eyes on me…”

“If you can hear me clap once, if you can hear me clap twice…”

Outcomes:

AW2.2

Assess the importance of air and water for the health and survival of living things, including self, and the environment. [CP, DM]

Indicators:

h.Suggest explanations for how air and water in the environment can become polluted.

 

 

 

 

 

Cross-Curricular Competencies:

Identity and Independence: Students will learn and discuss different ways we pollute air and water. Students may think about if they have ever done anything that may lead to pollution.

Prerequisite Learning:

-Understanding of how we use air and water

-Understanding of how we get air and water

 

Adaptive Dimension:

-Turn the lights off during videos

– As an extension I could provide a sheet at the end of the lesson for the students to respond to

-Think, Pair & Share for students to share and communicate with others

-An experiment for the students who learn from experiential demonstrations

-Brainstorming for auditory learners

 

Materials Needed/Preparation

–          Polluted ocean (water bottle that is pre polluted with coffee grounds, bits of food, oil, plastic, garbage)

–          Filters

–          Cloth

–          Garbage bag

–          Large clear container

–          Smartboard for videos

–          Whiteboard

Presentation: 40 minutes

 

Set: (10-15 minutes)

Ask the students to think in their heads what pollution is. Then have students share what they know. Answers may include: water is not clean, air is hard to breathe

Then ask, why is it important to have clean air and water? Students again share their ideas. Discuss the importance being that humans, plants and animals all use these three things and need it to be clean in order to be healthy. If water is too dirty, it can be unsafe to drink! The same applies to air.

Then ask the students to think in their heads different ways we pollute air and water. Have students share with their desk partners. While they are sharing, set up a word web to record their ideas. Walk around the room to listen to these ideas for a few minutes.

Use a strategy to get the students attention, and ask for them to share their ideas for how we pollute air and water so we can make a word web. Take as many ideas as possible for the board.

 

Development: (20 minutes)

Watch the two videos on water and air pollution and ask if they thought of anything else they want to share before we move onto the next task. (7 minutes)

Introduce the polluted water bottle as an ocean. Share everything that is in the ocean that has polluted it. Ask students that if we tried everything that we could do to fix it, could we bring the water back to the way it was?

Invite the students to the floor so they can see the experiment up close. Strain the water through the cloth first and then use the coffee filter. The water will still be cloudy and murky. Explain that once the pollution is done, it is extremely hard to get back to the way it was. Ask the students the ways we could help air pollution. Have a brief sharing session of any other ideas they have.

Closure: (5-10 minutes)

Lastly, brainstorm again why it is important to have clean air and water and what happens after air and water are polluted?

 

Extension:

Students could write on a piece of looseleaf a journal entry of a time when they littered or saw someone contribute to pollution somehow.

They then could write why it is important to have clean air and water.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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