3rd Grade Integrated Science and Language Arts Lesson Plan The Effects ...

3rd Grade Integrated Science and Language Arts Lesson Plan

The Effects of Pollution on Animals and their Habitat

Lesson Plan Created by Carin Jordan

A.

IDENTIFY/REFERENCE NATIONAL, STATE PERFORMANCE (OR QCC), LOCAL

CURRICULUM STANDARDS:

Language Arts Standards:

ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

ELACC3W7: Conduct short research projects that build knowledge about a topic.

ELACC3W8: Recall information from experience or gather information from print and digital sources; take

brief notes on sources and sort evidence into provided categories

Georgia State and Local Performance Science Standards

S3L2: Students will recognize the effects of pollution and humans on the environment.

a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.

B. SPECIFY ESSENTIALCONTENT/OBJECTIVES:

Knowledge:

Students will:

? Demonstrate an understanding of the effects of pollution on animals and their habitat.

Skills:

? Students will read books provided and/or visit interactive computer websites to research the effects of

pollution on animals and their habitats. To document what they have researched, each group will fill in their

assigned graphic organizer noting the effects of pollution on animals and their habitats. The graphic

organizers are differentiated by group and groups will have a choice between one of two types of pollution to

research.

? Students will individually reflect on what was learned about the effects of pollution on animals and their

habitats through a journal entry, poster or PowerPoint presentation.

Enduring Understanding:

? There are harmful effects of pollution on animals and their habitats.

Essential Question:

? What are the effects of pollution on animals and their habitats?

C. COLLECT A VARIETY OF MATERIALS/RESOURCES FOR STUDENT USE:

?

?

?

Pre-Assessment (See Attachment)

Video: Created specifically for lesson plan:

Selected Texts on Pollution:

General

o Earth Watch: Wildlife in Danger by Sally Morgan

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o Your environment: Text on Two Levels by Cindy Leaney

Air Pollution

o Air Pollution by Rhonda Lucas Donald

o Conservation and Pollution by Troll Associates

Acid Rain

o Earth Watch: Acid Rain by Sally Morgan

o Acid Rain by Sally Morgan

Water Pollution

o Coping with Plastic Trash by Jamie Daniel

o Water Pollution by Rhonda Lucas Donald

o Seas and Oceans by Clint Twist

o Water Pollution by Darlene Stille

Oil Spill Pollution

o Scholastic: The BP Oil Spill

o The Exxon Valdez¡¯s Deadly Oil Spill by Linda Ward Beech

o Oil Spill! Disaster in the Gulf of Mexico by Elaine Landau

o Oil Spill by Melvin Berger

o Our Planet in Peril: Oil Spills by Jillian Powell

?

List of interactive websites on pollution:

General

o

Britannica School Edition, Pollution General Article:



Light Pollution

o New Jersey's Light Pollution Harming Habitats of State's Wildlife:



413

o

Lights Out for Turtles



Noise Pollution

o

Human noise may distract animals



o

Whales drowned out by pollution

17

Air Pollution

o BLOOM TIME A BUST FOR POLLINATORS



o

Tree Frogs in Danger

2869268

Acid Rain

o Britannica School Edition, Acid Rain:



o Acid Rain:

Water Pollution

o Water Pollution:

o

What Is Pollution?

Oil Spill Pollution

o Saved from the Oil.

o

FOR KIDS: A Grim Future for Some Killer Whales.

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aXRlPXNyY2s1LWxpdmU%3d

?

?

?

?

?

?

Differentiated Graphic Organizer (See Attachment.)

Student Applied Practice Choice Handout (See Attachment.)

Access to computer lab, classroom computers, or mobile laptop cart.

Journal Entry Log Sheets

Tag board, Drawing Paper, Markers, Crayons

Assessment Rubric for Collection of Post-Assessment Data

D. ACTIVATE AND PRE-ASSESS STUDENT PRIOR KNOWLEDGE:

Pre-Assessment of Prior Knowledge:

On the day before the lesson, explain to the students, ¡°We are going to learn about the effects of pollution on

animals. Before we begin our lesson on Monday, I want to check the knowledge you already have about the

effects of pollution on animals.¡±

Distribute the pre-assessment handout (see attachment) and allow students time to write down their responses.

The information gathered from the pre-assessment as well as teacher knowledge of students will allow teacher to

group the students into one of three groups: Group A, B, and C.

Activation of Prior Knowledge:

On the day of the lesson, pass out the pre-assessment handouts that students completed during the prior class

period. Explain to the students that they will be viewing a video pertaining to the effects of pollution on animals

and that they may use a different color to edit their pre-assessment handout as desired.

E. PROVIDE FOR NEW KNOWLEDGE ACQUISITION:

Students will be placed in one of three groups: A (high), B (middle), or C (low). They will use texts provided

and/or visit interactive computer websites to research the effects of pollution on animals and their habitats. To

document what they have researched, each student will fill in their assigned graphic organizer noting the effects of

pollution on animals and their habitats.

Students in group A will have the choice to research either noise or light pollution. Students in group B will have

the choice to research either acid rain or air pollution. Students in group C will have the choice to research either

oil spill pollution or pollution caused by trash in the water.

Students in all groups (A, B, and C) will answer the following questions in their graphic organizer:

? What is the type of pollution? [Addressing Blooms Taxonomy Level 1: Knowledge]

? What is the source of pollution? [Addressing Blooms Taxonomy Level 1: Knowledge]

? Identify one animal affected by the pollution. [Addressing Blooms Taxonomy Level 1: Knowledge]

? Describe the effects of the pollution on the animal and its habitat. [Addressing Blooms Taxonomy Level 2:

Comprehension]

The middle level group (B) and the high level group (A) will additionally include:

? What examples can you find of solutions to reduce this type of pollution in the future? [Addressing

Blooms Taxonomy Level 3: Application]

The high level group (A) will additionally research the question:

? Can you identify another animal affected by this type of pollution? [Addressing Blooms Taxonomy Level

1: Analysis]

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As students work with their team members, teacher will monitor and give assistance as needed. Informally

interview each team of students about their research project as they are working. Ask the following questions:

What has your team learned thus far about effects of pollution on animals and their habitats? What has

interested you the most? Why? What would you like to learn more about? Why? Use this informal group

interview to evaluate whether students are ready for the post-assessment activity. When each team has completed

the project, allow the teams to share their findings and their finished product with the class. Conclude the activity

with a discussion about what lessons American citizens can learn about pollution.

Ongoing Assessment: Use the Graphic Organizer to continue assessment of student participation in class

activities. (See attached Graphic Organizer.)

F.

ADJUST ASSIGNMENTS FOR STUDENT APPLIED PRACTICE:

Each student will individually reflect on what was learned about the effects of pollution on animals and their

habitats through a journal entry, poster or PowerPoint slide show. Students will use the information collected in

their graphic organizers to complete their chosen projects and may add additional information if desired. Students

are expected to include information from each of the columns in their respective graphic organizers.

Students will choose one of the following projects:

?

Journal Entry: Students will write a journal entry detailing their research about the effects of pollution on

animals and their habitats with a minimum of 3 paragraphs. Illustrations may be added if desired.

?

PowerPoint Presentation: Students will create a PowerPoint presentation about their research about the

effects of pollution on animals and their habitats. They must remember to cite sources for any

photographs used from the internet.

?

Poster: Students will create a poster illustrating your research about the effects of pollution on animals

and their habitats. Students should label all key elements in your poster and include a minimum of 5

sentences explaining their research.

G. CONDUCT POST-ASSESSMENT FOR STUDENTS TO DEMONSTRATE KNOWLEDGE AND

COMPETENCIES:

The journal entry, poster, or PowerPoint presentation will be assessed with a Post-Assessment Rubric. (See

attached rubric.)

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Lesson

Attachments

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