Lesson Name: Who Polluted the River



Michelle Dielenhein

September 18, 2007

Erie Elementary School

Grade Four

Lesson Name: Who Polluted the River?

Introduction: As an introduction to the weather unit, students have learned about the water cycle, and why water is important to the earth and all living things. The students have learned about how much water covers the earth’s surface, and how much of that amount is usable to us. We have discussed as a class, the importance of keeping the water clean so that it does not run out.

As human populations have increased over time, the ways we use the earth and its resources have changed dramatically. This activity demonstrates that each and every person contributes to pollution, whether we are aware of it or not. Not only do we help cause the problem of pollution, we must also contribute to the solution of pollution,

Target Learning Group: This science experiment is intended for elementary students from grades three to five.

Approximate Time Involved: One to one and half hours.

Curriculum Standards: Science V.1.E.6- Demonstrate ways to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials.

Purpose of Activity:

• To show students the different ways that pollution occurs.

• To show the students who create water pollution.

• To show students how pollution occurs over time.

• To create awareness about pollution, and discovering ways to reduce pollution.

Key Terms:

• Pollution- The act or process of polluting or the state of being polluted, especially the contamination of soil, water, or the atmosphere by the discharge of harmful substances.

• Water Cycle- The cycle of evaporation and condensation that controls the distribution of the earth's water as it evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water.

Materials:

• One clear gallon jar, or a large, clear bowl

• One plastic film canister or colored container per student

• Canister/container labels for each

• Canister/container ingredients

|Character |Ingredients |

|Trees |Leaves (dry) |

|Construction Site |Soil |

|Fisherman |Fishing line or dental floss |

|Farmers |Baking Soda |

|Gardeners |Baking Soda |

|Beach Party |Litter, assorted |

|Family Picnicking |Litter, assorted |

|Barnyard |Water + Instant coffee granules |

|Washing the Family Car |Water + 1 drop dish soap |

|Antifreeze |Water + 1 drop green food coloring |

|Mysterious Liquid |Water + 1 drop red food coloring |

|Homeowner |Water + 1 drop yellow food coloring + toilet paper |

|Coal Mine |Vinegar |

|Electric Power Plant |Vinegar |

|Commuters |Water + 1 drop each red and green food coloring |

|Motorboats |Water + 1 drop each blue and red food coloring |

Procedure:

1. Prepare and label the canisters/containers for each character, as described in the materials section.

2. There are 16 characters, so for a large class, there will be double of some characters.

3. Fill a clear jar or bowl halfway with clean water.

4. Place the jar/bowl in a location where all of the students can see it.

5. Tell the students that this jar/bowl is a river, and have them observe the condition of the water.

6. Distribute the canisters/containers to each student.

7. Ask the students to keep the canisters/containers straight up and do not shake them.

8. Explain that you will tell a story about the river, and that each of them will play a part in the story.

9. Read the story, adding emphasis as you read the bolded character name. Pause after each question, allowing for students to think and respond.

10. Following the presentation, have students complete the “Who Polluted the River?” response worksheet.

11. Students are to brainstorm ideas on ways to prevent and help pollution. From these ideas, students are to create a poster/advertisement to create pollution awareness.

Conclusion/Discussion Questions:

• Who polluted the river?

• What effect did the increasing population have on the health of the river?

• Think about the pollution contained in the canisters/containers. Could something be done to prevent these types of materials from entering the water? How?

Evaluation: Following the presentation, students are required to answer some conclusion questions on a worksheet. When they are finished with this, they are to brainstorm ideas on pollution awareness, and things that we can do to help improve the conditions of water. From these ideas, students are to create a colorful poster/advertisement to help create pollution awareness, and may contain solutions to the problem. The posters/advertisements are to be colorful and should grasp the attention od the audience. Students may use color and artistic design to grasp the audience, or may use bold words or phrase. Students are to use their creativity to complete this assignment.

Lesson Resources:

Who Polluted the Potomac? Population Connection, 1996, 2004.

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