KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:
4.5.2.C. Identify how people can reduce population
4.5.2.D. Describe how people can help the environment by reducing,

I. Performance Objectives (Learning Outcomes):
1. Second grade students will be able to describe pollution by writing the
definition of pollution in their own words and writing three examples

II. Instructional Materials
A. Laminated real-world pictures of the four types of pollution
1. Water
2. Land
3. Air
4. Noise
B. Graphic organizer
C. Clip boards
D. Pencils
E. Matching words
F. Chalkboard
G. Tape


III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students must know the behavior expectations of a gallery walk
2. Students must have a general understanding of pollution

B. Key Vocabulary:
1. Pollution: Harmful substances that damage our environment


Teacher Candidate: Miss Murphy and Miss Burkhart Date: To be determined

Cooperating Teacher: Professor Verano Coop. Initials

Group Size: Large (20) Allotted Time: 40 minutes Grade Level: 2
nd


Subject or Topic: Introduction to Pollution Section:
C. Big Idea
1. Understanding the general concept of the four types of pollutions

D. Additional content
2. N/A

IV. Implementation
A. Introduction
1. Gallery Walk:
a) The teacher will direct students attention to the picture in the
middle of their desks
b) The teacher will explain that they are to do a gallery walk around
the room, and collaborate with their groups to complete the graphic
organizer
a. The teacher will tell the students they are to switch tables
when they hear the bell ring (two minutes at each table)
b. Review gallery walk expectations
c) Once all students have seen every picture they are to go back to
their seats

2. Brain Storming:
a) Have all of the pictures displayed on the front board
b) The teacher will talk about each picture with the students and
discuss what they have written on their graphic organizers
c) Today were going to be talking about what pollution is. Each of
the pictures up on this board demonstrates pollution.

B. Development
1. Book Pollution and Waste (I do)
a) The teacher will read pages 4-5
b) The teacher will say: Boys and girls, pollution is any harmful
substance in our environment that could potentially hurt us. What
are some things that you can think that may harm our
environment?
c) The teacher will ask the students to turn and talk with the person
sitting next to them about any examples of harmful
substances/pollution that they can think of
d) The teacher will ask the students to share their ideas with the class

2. Matching Activity Pollution or Not? (We do)
a) The teacher will draw a T-Chart on the board one side labeled
pollution the other side labeled not
b) The teacher will model the first three matching examples
c) The teacher will ask for student volunteers (turn and talk for each
example)
a. The students will explain why it is or isnt pollution

3. Group Activity Who It Hurts?(You do)
a) Teacher will distribute graphic organizer for group activity
b) In cooperative groups students will work together to identify who
can be potentially harmed by pollution
c) Share out these ideas with the class

C. Closure
1. Exit Slip
a) Students complete exit slip before moving on to the next topic
i. Question 1: In your own words describe pollution and give
three examples
ii. Just a Prediction: There are four types of pollution, taking
your best guess what do you think they are?

2. Tomorrow we will talk about one of the four types of pollution

D. Accommodations/Differentiation
1. T.J. has a visual impairment. All print on handouts will be made larger
to accommodate him.

E. Assessment/Evaluation Plan
1. Formative: Exit Slip and Checklist (to monitor understanding
throughout unit)
2. Summative: N/A (No summative assessment for this lesson)



V. Reflective Response
A. N/A

B. Personal Reflection:
1. Did we provide enough examples of pollution for them to thoroughly
understand what it actually is?
2. Were the activities engaging enough?
3. Did students fully understand pollution after the development?

VI. Resources (in APA format)
Morgan, S., & Harlow, R. (1995). Environmental Facts and Experiments: Pollution
and waste. New York, NY: Kingfisher.