Professional Documents
Culture Documents
Date: 4/10/15
Cooperating Teacher:
Coop. Initials
Group Size:
25
Subject or Topic:
Section
STANDARD:
4.5.3.C
Identify different types of pollution and their sources
S4.B.3.3.5
Describe the effects of pollution (e.g., litter) in the community.
I. Performance Objectives (Learning Outcomes):
1. The third grade students will define pollution by participating
in a classroom discussion.
2. The third grade students will demonstrate and explain the
impact of pollution by completing the pollution simulation
activity
II. Instructional Materials
Noise Pollution Video
Pollution Guided Notes Sheet (See attached)
Five Tennis Balls
Kahoot Quiz Link (https://play.kahoot.it/#/?quizId=6bf3dd99-ed62-4a43-8e461ba4e94f7527)
25 iPads
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Ability to follow directions.
2. To participate and work efficiently in small and large groups.
B. Key Vocabulary
1. Pollution: the process of making land, water, air or other parts
of the environment dirty and unsafe or unsuitable to use.
2. Environment: where a person, plant, or animal lives
10. The teacher will divide the circle in half using tape, explaining
that one half represents land and one half represents water
11. The teacher will hand each member of the human group a
tennis ball
12. The teacher will explain that each tennis ball represents a
pollutant, such as car exhaust, garbage, or pesticides
13. The teacher will instruct the students to place their tennis balls
somewhere within the circle
14. The teacher will ask the students from the plant group pick
up a tennis ball
15. The teacher will explain that this represents how plants are
effected by pollution in the environment
16. The teacher will then ask the plant-eating animal group and
fish group to eat a member of the plant group by linking
arms with someone on the appropriate side of the circle
a. Students in the fish group will be on the water half.
Students in the plant-eating animal group will be on
the land half
17. The teacher will explain that this represents how animals are
effect both by living in polluted areas and eating plants from
polluted regions
18. The teacher will instruct members of the higher-food chain
animal to enter the circle and link arms with a member of the
plant group fish group or plant-eating animal group
19. The teacher will ask students to look around the circle and
answer questions about the activity so far
a. Who created the pollution?
b. What happened to the members of the environment
after the land and water was polluted?
c. Is there a group that seems unaffected by pollution?
d. Is that group truly unaffected?
20. The teacher will instruct the humans to re-enter the circle and
link arms with anyone else inside the circle
21. The teacher will ask the students to reflect on the activity and
facilitate a discussion about the sources and impact of pollution
a. Who is truly affected by pollution?
b. What could cause this pollution?
c. What can we do, locally and globally, to reduce
pollution?
22. The students will answer the questions orally in a discussion
setting
23. The teacher will open the Kahoot quiz (see attached link)
24. The teacher will give each student an iPad and explain how to
log onto the site
25. The teacher will go through the Kahoot quiz and review
responses after each questions