Why is Pollution Bad?
Adapted Environmental Justice Lesson
Lesson Plan #5
Grade Level: ¾
Essential Question: What is the relationship between pollution and privilege?
Guiding Question: Why is pollution bad? Who/what is creating the pollution? How can we fix it?
Standards MMSD
Standards NCSS
Science, Technology and Society
Materials
Goals
Students will be able to:
Lesson Context and Adaptation: The following lesson plan is a lesson adapted from a lesson by Tracey Churchman from Louisiana. The lesson was designed for students in kindergarten through third grade. I have adapted and added activities and more in-depth discussion to the lesson. You can find the original lesson on the website listed under references.
Procedure:
Closing: Exit ticket. Have students fill out an exit ticket at the end of the lesson answering the following questions:
Assessment
Resources
http://www.dosomething.org/tipsandtools/11-facts-about-pollution
http://lessonplanspage.com/sciencepollution-htm/
Lesson Plan #5
Grade Level: ¾
Essential Question: What is the relationship between pollution and privilege?
Guiding Question: Why is pollution bad? Who/what is creating the pollution? How can we fix it?
Standards MMSD
- Behavioral Science (3rd)
- 3. Demonstrate respect and responsibility for self, others and property.
Standards NCSS
Science, Technology and Society
- A. identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication
- B. identify and describe examples in which science and technology have led to changes in the physical environment, such as the building of dams and levees, offshore oil drilling, medicine from rain forests, and loss of rain forests due to extraction of resources or alternative uses
- C. describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological knowledge, such as conservation of resources and awareness of chemicals harmful to live and the environment
Materials
- Paper
- Pencils
- Projector
- Images of pollution
- Student journals
- Paper
- Markers/crayons
Goals
Students will be able to:
- Identify and discuss different types of pollution
- Identify and discuss sources of pollution
- Discuss and explain why it is important to keep the environment free of pollution
- Understand what they can do in their community to make a difference
Lesson Context and Adaptation: The following lesson plan is a lesson adapted from a lesson by Tracey Churchman from Louisiana. The lesson was designed for students in kindergarten through third grade. I have adapted and added activities and more in-depth discussion to the lesson. You can find the original lesson on the website listed under references.
Procedure:
- Reviewing vocabulary: Begin the lesson by displaying and reviewing vocabulary needed for the lesson. These terms include, but are not limited to the following:
- Pollution
- Surroundings
- Litter
- Environment
- Landfill
- Developing countries
- Industrialized countries
- Provide a variety of pictures for the students with various environmental issues. These should include air, water, and land pollution. Have students identify what is wrong in each of the pictures displayed. Display the images on the projected screen. Ask the students who they think is creating the pollution. Why do they believe that? What evidence do you have?
- Remind the students that pollution is anything that harms our surroundings and that people cannot survive without clean air, water, and land. Stress that pollution is a responsibility and concern of all people in every community.
- Remind students of the previous lesson and discuss the implications of sending our pollution overseas. Emphasize that everyone is affected by pollution, regardless of where they live.
- Who does it: In this portion of the lesson it is important to discuss who and what creates the pollution. Transportation is a very large cause of pollution, cars produce emissions. Our trash is pollution, people dump their trash in landfills, streets, lakes, oceans and rivers and it all accumulates. Read the following facts from dosomething.org:
- Each year, U.S. factories spew 3 million tons of toxic chemicals into the air, land, and water.
- Every year, one American produces over 3,285 pounds of hazardous waste.
- Americans generate 30 billion foam cups, 220 million tires, and 1.8 billion disposable diapers every year
- Vehicle exhaust contributes roughly 60% of all carbon monoxide emissions nationwide, and up to 95% in cities.
- Point out on the world map where all of the biggest cities are located. Place stickers on these places. Ask students the following:
- What do they know about these cities?
- Are they developing countries or industrialized countries?
- Explain and discuss with the students that most of the pollution that is created is created in industrialized countries, such as the US. Unfortunately, the entire world is affected by the pollution we produce. Ask students their thoughts on this issue.
- Journal: Have the student’s journal their thoughts about this issue, expecting that some students may feel responsible and want to make a change.
- Making a difference: Ask students to “Brainstorm” to complete a list of ways that they can help to stop pollution. List the student’s responses on a poster titled “Let’s Stop Pollution.”
- Examples: not put garbage into the lakes and streams, walk or ride bikes whenever possible, pick up litter). Stress that because so many important things in the surroundings are shared by people in other communities, everyone must work to stop pollution of the air, water, and land.
- Have students create posters to put around the school reminding people to recycle or not litter. Encourage students to recycle at home as much as possible and recycle in the classroom.
Closing: Exit ticket. Have students fill out an exit ticket at the end of the lesson answering the following questions:
- What is pollution? Who makes pollution? Is it bad?
- What are you going to do to make a change in your school or personal life?
Assessment
- Informally: students will be assessed based on their involvement in discussion and creating class lists.
- Formal: The exit ticket will serve as a comprehension check of the guiding pollution.
Resources
http://www.dosomething.org/tipsandtools/11-facts-about-pollution
http://lessonplanspage.com/sciencepollution-htm/