LessonPlan

Objectives:
~StudentswillbeabletoidentifydifferentareasthroughoutRochesterthatareconcernswhen
lookingatairpollution.

Standards:
Reading:InformationalText
RI.910.7
.Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,apersonslifestoryinboth
printandmultimedia),determiningwhichdetailsareemphasizedineachaccount.
RI.910.8
.Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthe
reasoningisvalidandtheevidenceisrelevantandsufficientidentifyfalsestatementsandfallacious
reasoning.
Writing
W.910.1
.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalid
reasoningandrelevantandsufficientevidence.
a.Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims,andcreatean
organizationthatestablishesclearrelationshipsamongclaim(s),counterclaims,reasons,andevidence.
b.Developclaim(s)andcounterclaimsfairly,supplyingevidenceforeachwhilepointingoutthestrengths
andlimitationsofbothinamannerthatanticipatestheaudiencesknowledgelevelandconcerns.
c. Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifythe
relationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)and
counterclaims.
d.Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventions
ofthedisciplineinwhichtheyarewriting.
e.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.
W.910.6
.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorshared
writingproducts,takingadvantageoftechnologyscapacitytolinktootherinformationandtodisplay
informationflexiblyanddynamically.
SpeakingandListening
SL.910.1
.Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,
andteacherled)withdiversepartnersongrades910topics,texts,andissues,buildingonothersideas
andexpressingtheirownclearlyandpersuasively.
a.Cometodiscussionsprepared,havingreadandresearchedmaterialunderstudyexplicitlydrawon
thatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissueto
stimulateathoughtful,wellreasonedexchangeofideas.
b.Workwithpeerstosetrulesforcollegialdiscussionsanddecisionmaking(e.g.,informalconsensus,
takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividual
rolesasneeded.
c. Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussionto
broaderthemesorlargerideasactivelyincorporateothersintothediscussionandclarify,verify,or
challengeideasandconclusions.

d.Respondthoughtfullytodiverseperspectives,summarizepointsofagreementanddisagreement,and,
whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsin
lightoftheevidenceandreasoningpresented.
SL.910.5
.Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractive
elements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoadd
interest.
Language
L.910.6
.Acquireanduseaccuratelygeneralacademicanddomainspecificwordsandphrases,sufficient
forreading,writing,speaking,andlisteningatthecollegeandcareerreadinessleveldemonstrate
independenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportantto
comprehensionorexpression.
ReadingScienceandTechnicalSubjects
RST.910.8
.Assesstheextenttowhichthereasoningandevidenceinatextsupporttheauthorsclaimora
recommendationforsolvingascientificortechnicalproblem.
RST.910.9
.Compareandcontrastfindingspresentedinatexttothosefromothersources(includingtheir
ownexperiments),notingwhenthefindingssupportorcontradictpreviousexplanationsoraccounts.
WritingHistoryandScience
WHST.910.1
.Writeargumentsfocusedondisciplinespecificcontent.
a.Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims,andcreatean
organizationthatestablishesclearrelationshipsamongtheclaim(s),counterclaims,reasons,and
evidence.
b.Developclaim(s)andcounterclaimsfairly,supplyingdataandevidenceforeachwhilepointingoutthe
strengthsandlimitationsofbothclaim(s)andcounterclaimsinadisciplineappropriateformandina
mannerthatanticipatestheaudiencesknowledgelevelandconcerns.
c. Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifythe
relationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)and
counterclaims.
d.Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsof
thedisciplineinwhichtheyarewriting.
e.Provideaconcludingstatementorsectionthatfollowsfromorsupportstheargumentpresented.
WHST.910.6
.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorshared
writingproducts,takingadvantageoftechnologyscapacitytolinktootherinformationandtodisplay
informationflexiblyanddynamically.

Rationale:
Thepurposeofthislessonisintroducestudentstoairpollution.Manystudentsdonot
understandhowpeopleaffectwheretheylive.Inordertoseehowmanyaswellaswhat
particleswemightcatch,weneedtoprepourslidesandgetthemoutintoourenvironment.
Studentsknowingthewaystheirenvironmentcanbeeffected.whichessentiallyiseverything
thatsurroundsthemintheirrespectiveenvironmentsandthenallowthemtodevelopinquiry
learningprocesses.Duringthelesson,studentswilldropofftheirslidesandreturnlaterand
retrievethem.Inseeingwhathasbeencapturedwewillbeabletoexplorehowtocutdownor
eveneliminatethosespecificemissions.Studentsneedtobeabletograspkeyconcepts,ideas,

analyzetextandevaluatekeytermsandinformation.Studentsneedtobeabletogather
informationfrominquirybasedtextsandmakemeaningfulconnections.

Materials/Technology:
~SMARTBoard
~2Airfilters(oneused,onenew)
~FieldWorkGuide
~Microscopeslides
~Petroleumjelly
~Microscope(atleast10xmagnification)
~Shoebox(transportation)

Accommodations/Modifications:
Studentswhohavedifficultywithnotetakingwillbegivenapartialfilloutgraphicorganizer.I
willalsopairthemwithapeerthatcanhelptheotherstudentswithnotetaking.

Procedure:
AnticipatorySet:
1. Showthestudentsanoldairfilterfromtheheatingsystem.Also,showthemanewone.
2. Askthestudentsiftheycanseethedifferencesbetweenthe2.
3. Howaguideddiscussionwiththestudentsbasedontheirfindings.
4. Whattypesofthingsareinthisairfilter?Thinkaboutwhatwebreathe.DOwehavean
airfilter?Whathappenstousifwecontinuetobreatheinallthisjunk?

Scaffolding:
Continuetocheckforunderstanding.Walkaroundmakingsurestudents
understandthefieldwork.

5.Explaintothestudentsournextfieldwork.
6.SharetheFieldWorkExperimentwiththem.Passoutthepacket.Walkthroughit.
7.Discusspossibleplacestoputtheslides.(5places/72hoursuntiltheypickitup)
8.Preptheslidesandgetthemreadytotraveltosetupoutdoors.
9.GetontheBus!!!

Assessment:
Whenstudentsfinishtheirfieldworktheywillhaveabetterideaoftheamountofairpollutionin
ourarea.Withthisinformationtheywillcreateacommunityoutreachusinganypresentation
methodtheychoose.

Closure:
Gettinginthebusandsettinguptheslidesinthechosenplaces.

FollowupActivities:
~
FurtherInquiryBasedResearch:

Studentswillbeginresearchingissuessurroundingairpollution.Theywillbelookingfor
possibleactionsthatwecantakeasRochesterianstofixhelpfixthegrowingconcern.The
websitebelowwascreatedin1998tohelpinformtheRochestercommunityofallits
environmentalnews,events,resources,environmentaleducationandissues.Inlinkingwiththis
websitetheywillbeabletoresearchmostifnotallcurrentevents,issues,andknowledgeofthe
growingairpollutionissueinourcommunity.

Link:
http://rochesterenvironment.com/

Secondaryinhouseexperiment:
Studentswillgainbackgroundknowledgeofthebasicsourcesofairpollution,alongwith
theoverviewofhowairpollutionaffectsourhealthandourenvironment.Theywillparticipatein
ahandsondemonstrationtovisuallydemonstratethateveryonehasanimpactonairpollution.
Studentswillalsowriteadescriptionofeachpollutant,aswelldeveloptheirownideasofthe
mostdangerousandmostsignificantpollutants.Theywillformideasofhowthesepollutants
canbereducedandhowtheiraircanberevitalizedandthenegativeimpactsofairpollutioncan
bereduced.
~
CommunityOutreachPlan:
Thestudentswillcreateanenvironmentalexpeditionproduct.Thiswilleducatethe
communityaboutairpollution,itseffects,andhowwecancutdownonemissions.Thisproduct
mustbe:highquality,sharedwiththepublic,andpresentaclearconnectiontowhatyouhave
learnedfromtheExpeditionminilessonsandyourownresearch.

Somesuggestions:
>Aseriesofhighqualityblogentries
>AlettertotheeditoroftheDemocratandChronicle
>Graphicnovel
>Artpiece
>Video
>Fictional(SciFi)storyaboutwhatwillhappenifwedontfixtheproblem
>Song/rap
>NewsArticle/PressRelease(expandtheseintoafinalproducts)

Reflection:
Havestudentswriteareflectiononthefollowing.
1.Whattheylearned?
2.Whattheyalreadyknewaboutthistopic?
3Whattheystillwanttoknow?