KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: _Lindsay Cortellini___& Annika Corcoran_____________ Date: __4/14/2014_____________ Cooperating Teacher: _Professor Verano_____________________________ Coop. Initials: _______________

Group Size: 24____________________ Allotted Time: _60 Minutes_____ Grade Level: ________2________ Subject or Topic: ___Science: The Environment &Pollution___________________ Section: _EEU 205 _______

STANDARD: 4.5.K.A: Identify what people use in their everyday life. 4.5.K.C: Identify different types of pollution (land, water, or air) and their sources. 4.3.1.B: Recognize the difference between renewable and non renewable resources. I. Performance Objectives (Learning Outcomes) A. The second grade students will identify ways the land is polluted by completing a Venn diagram that includes correct terms. B. The second grade students will determine materials most commonly used in the school by creating a chart of the data collected. Instructional Materials Dr. Seuss, 1971. The Lorax. New York, NY: Random House. Pollution Video (4:36) http://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/ Trash (including degradable waste) Gloves Venn diagram for each student Subject Matter A. Prerequisite Skills 1. N/A B. Key Vocabulary 1. Pollution: Something in the environment (a substance, chemical, gas, ect.) or the introduction of something into the environment that has harmful or poisonous effects to the earth. This includes living and non living organisms within an environment.

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2. Waste: An object, material, or something that holds no value to the consumer so it is put in the trash. 3. Pollutant: a substance that has harmful effects to the environment. 4. Living Organism: An individual form of life, such as a plant, animal 5. Non Living Organism: No longer displays any characteristics of life 6. Environment: Surroundings including all of the living and nonliving factors that surround and affect the survival and development of an organism or population. 7. Renewable resources: replenish themselves or have an unlimited supply. 8. Nonrenewable resources: Limited supply or take a long time to create. C. Big Ideas 1. What is pollution? 2. Materials commonly used within the community. IV. Implementation A. Introduction 1. The teacher will ask students what they know about the word environment. Come up with a class definition of environment on the board. i. What is included in the environment around our classroom? 2. Introduce the book The Lorax by Dr. Seuss. 3. The teacher will read the story to the class. While reading, discuss components of the environment within the story. 4. Discuss how it relates to the unit and the lesson for today. 5. Brainstorm about pollution as a class. B. Development 1. The teacher will introduce the 5 vocabulary words mentioned above 2. Write the words and definitions on the board so the students can see them. 3. Relate the terms to The Lorax. Was there pollution happening in the story? Are there more than one kind of pollution? 4. Make sure students understand the new terms through discussion. 5. Have the students complete a web that will include at least three of the vocabulary words. Students will work alone for 3-5 minutes then they will have the opportunity to pair up with a partner to collaborate ideas. 6. While students are working on the web the teacher will encourage the students to use their own terms as well as at least 3 from the board, 7. As a class, create a web together. Have a big web on the board and record the terms provided by the students. 8. Introduce and explain the inquiry that the students will be doing. The students and teacher will be going outside to take a survey of the litter in the area. 9. Everyone will get a paper. First they will make a prediction. Next, the whole class

will go outside of the school to do the survey. Each student will observe, explore, and keep track of the items they see. Then they will write a sentence or two stating how the survey actually turned out. 10. Have students put on non latex gloves before everyone leaves the classroom. 11. Take the class outside to do the litter survey outside around the school (playground, around the school, any parks if there is one close) 12. Talk about what you found and make a class chart of the total amount of each item. 13. As a class, discuss their predictions and if they were correct. 14. Talk about what could be done with the materials that they found (recycle, reused, anything). Also decide on whether the items are pollutants and how they affect the earth. Have students contribute to discussion. C. Closure 1. The teacher will show the brain pop video about pollution (4:36). 2. Wrap up what was learned today and tell the class that they will be learning more about pollution and the different types of pollution tomorrow. 3. Discuss thoughts and feelings about the inquiry. D. Accommodations 1. Extra time to complete web. 2. Students will have the opportunity to work with a partner on the web after 3-5 minutes of working alone. Pairing students can help reinforce the content and concept. 3. Definitions and terms were provided on the board as well as a separate copy to have at their desk if needed. E. Assessment/ Evaluation Plan 1. Formative i. Students will complete a web to show their understanding of the components that make up the environment and pollution. ii. Students will write a conclusion after the survey to determine the materials used within the area. 2. Summative- N/A V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. How could I have improved my lesson? 2. How engaged were students? 3. How clear was my delivery of the content? 4. Did the class grasp this concept?

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Resources A. Dr. Seuss, 1971. The Lorax. New York, NY: Random House. B. Sally Morgan and Rosie Harlow (2006). Garbage and Recycling: Environmental Facts and Experiments. Evans Brothers.

Name: Litter Survey

Prediction:

Playground Plastic

Front & Sides

Other

Paper

Glass

Cardboard

Metals

Other (Specify)

Conclusion: