Lesson Four: Water Pollution
Question: How has access to water changed over time? What threatens our water supply?
Virginia Standards Addressed:
Social Studies 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.
Health 1.7 The student will explain that his/her personal decisions help contribute to a healthy environment. Key concepts/skills include
a) The proper disposal of trash;
b) The benefits of recycling;
c) The prevention of water pollution;
d) The effects of pollution on drinking water and marine life;
e) Water conservation.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live)
Objective(s):
The students will be able to illustrate the difference between the water in the past versus the present and discuss the importance of pollution prevention.
Materials
a. Student Materials
i. 26 small film containers with labels of different “pollution”
ii. 26 copies of the Who Polluted the Potomac? worksheet (Appendix F)
b. Teacher Materials
i. One large bowl of clear blue water (Blue is made using food coloring)
ii. A copy of the story on pollution in the Potomac River (Appendix G)
Assessment
The formative assessment would be to have each student work in partners and draw a picture of water when ancient American Indians used it and present-day water (Appendix F). The students will share their drawings and discuss the effects of water pollution and what we can do make a difference.
Procedure
1. The students will complete a pollution activity. The students will complete the activity together as a class. Place one large bowl of clear blue water in the front of the classroom. The teacher will discuss how the clear blue bowl represents water and this is what the water looked like when ancient American Indians were the only ones on the land. The teacher will ask the students how they think the water has changed over time. Is it better or worse now? Why? Discuss how this activity will show how the water has changed because of all the people and how the pollution is making the water unsafe for all living organisms, including ourselves.
2. Each student will receive a small film container with a picture and label of a type of pollution. Go over the directions before starting the activity. As the teacher reads the story on pollution in the Potomac River (Appendix G), the students will come up and pour the contents of the containers into the water. The students will be directed not to open the container until they come up and poor the contents into the water. Throughout the story, stop and discuss with the students if we would still drink this water, swim in this water, and go boating in this water. The clear blue water will represent how the water was like when the American Indians were there and when John Smith came over. After the pollution, it will be represented of today's water.
3. After the activity and book reading, promote a discussion with the class about pollution and it’s harmful effects. Ask the following questions to close and review the lesson:
a. Based on the activity, what did we learn?
b. How is the water from the beginning different from the end?
c. Does this affect you? Why?
d. What about animals?
e. What can we do to stop pollution?
Virginia Standards Addressed:
Social Studies 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.
Health 1.7 The student will explain that his/her personal decisions help contribute to a healthy environment. Key concepts/skills include
a) The proper disposal of trash;
b) The benefits of recycling;
c) The prevention of water pollution;
d) The effects of pollution on drinking water and marine life;
e) Water conservation.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live)
Objective(s):
The students will be able to illustrate the difference between the water in the past versus the present and discuss the importance of pollution prevention.
Materials
a. Student Materials
i. 26 small film containers with labels of different “pollution”
ii. 26 copies of the Who Polluted the Potomac? worksheet (Appendix F)
b. Teacher Materials
i. One large bowl of clear blue water (Blue is made using food coloring)
ii. A copy of the story on pollution in the Potomac River (Appendix G)
Assessment
The formative assessment would be to have each student work in partners and draw a picture of water when ancient American Indians used it and present-day water (Appendix F). The students will share their drawings and discuss the effects of water pollution and what we can do make a difference.
Procedure
1. The students will complete a pollution activity. The students will complete the activity together as a class. Place one large bowl of clear blue water in the front of the classroom. The teacher will discuss how the clear blue bowl represents water and this is what the water looked like when ancient American Indians were the only ones on the land. The teacher will ask the students how they think the water has changed over time. Is it better or worse now? Why? Discuss how this activity will show how the water has changed because of all the people and how the pollution is making the water unsafe for all living organisms, including ourselves.
2. Each student will receive a small film container with a picture and label of a type of pollution. Go over the directions before starting the activity. As the teacher reads the story on pollution in the Potomac River (Appendix G), the students will come up and pour the contents of the containers into the water. The students will be directed not to open the container until they come up and poor the contents into the water. Throughout the story, stop and discuss with the students if we would still drink this water, swim in this water, and go boating in this water. The clear blue water will represent how the water was like when the American Indians were there and when John Smith came over. After the pollution, it will be represented of today's water.
3. After the activity and book reading, promote a discussion with the class about pollution and it’s harmful effects. Ask the following questions to close and review the lesson:
a. Based on the activity, what did we learn?
b. How is the water from the beginning different from the end?
c. Does this affect you? Why?
d. What about animals?
e. What can we do to stop pollution?