Title: Effects of Pollution on our Environment Subject: Science

Topic: Pollution Grade: 3rd Stage 1-Desired Results

Established Goals

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. Identify ways to protect the environment 1. Conservation of resources 2. Recycling of materials

S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. d. Explain what will happen to an organism if the habitat is changed.

S3CS5 Students will communicate scientific ideas and activities clearly. c. Locate scientific information in reference books, back issues of newspapers, magazines, CD-ROMS, and/or computer databases.

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Big Idea: Pollution destroys the environment.

Understandings Students will understand that …

Pollution destroys a habitat. Pollution can appear in different forms. There are various causes of pollution. Human health can be affected by pollution.

Habitats can be affected by pollution. Improper disposing of hazardous waste can harm the environment. Biodegradable material breaks down easily. Compost piles create organic fertilizers. Decomposers break down remains of once-living things. Recycling and reuse are different. Recycling creates room in landfills. Everyone can contribute to the recycling effort. Human change to a habitat can cause the plants and animals to become extinct. Humans can cause changes that protect a habitat. Human enjoyment in nature can destroy or enhance a habitat. How reducing, reusing, and recycling can make a huge difference with very little effort.

Essential Questions: Topical and Overarching

What effect does pollution have on the environment? How do people affect ecosystems? How can ecosystems be conserved? How might pollution in a land habitat affect a water habitat or vice versa? What happens to biodegradable materials in a compost pile? How can the material from a compost pile be used? What are the benefits of using a compost pile? Does the material in landfills ever breakdown? What is the difference between reuse and recycling? How does recycling help protect our environment? How does recycling make a difference in your life? What would happen to our environment if all recycling efforts stopped? How can students improve our environment? How does pollution affect the health of humans? Does the expense of recycling really justify recycling? What does “going green” really mean?

Knowledge Skills

Students will know…

Key vocabulary-recycling, reuse, reducing, pollution, biodegradable, non-biodegradable, decomposer, compost pile, conservation, habitat, and environment

Identify biodegradable materials

Causes and types of pollution

Materials that are recyclable

Human effect on habitats

Conservation methods

Students will be able to…

Create a compost pile

Use technology to solve real world recycling and pollution issues

Identify and begin recycling materials in their everyday lives

Create new ways to reuse materials

Myths or Misconceptions:Recycling costs more than the benefits it provides to our environment. Recycling takes too much time and effort. Hazardous waste in small quantities does not affect the environment. The effort of one person at a time to curb pollution does not make a real difference.

***Student textbooks are available in hardback and the

Week 1 Pollution and ConservationEssential Questions(W)

What effect does pollution have on the environment?

How might pollution in a land habitat affect a water habitat or vice versa?

How does pollution affect the health of humans?

How can ecosystems be conserved?

What are the different types of pollution?

Vocabulary (E) Pollution Conservation Natural Resources Reducing

Knowledge: causes and types of pollution

Conservation methods

Human effect on habitats

Skills: identify and begin recycling things in their everyday lives

Create new ways to reuse materials

Monday Tuesday Wednesday Thursday FridayDay 11. Show pictures of Pollution in your county on the Smart Board and get a reaction from the students. (H)2. Pretest to determine background knowledge of pollution, recycling, reuse and conservation (E)3. Show vodcast reviewing the habitats of Georgia. After the presentation, review what an ecosystem is in relation to a habitat. Then remind them that the environment includes it all including the air.

3. Essential Questions (W) What effect does

pollution have on the environment?

How might pollution in a land habitat affect a water habitat or vice versa?

How does pollution affect the health of humans?

How do people affect ecosystems?

4. Vocabulary (E) Pollution

5. Explain the Performance Task #1 for this week and assign for homework. (Eq)This will be due in

Day 2 1.Review essential questions and vocabulary that are listed above (W and E)2.Show vodcast of Causes of Pollution

3. Use the following websites to discuss the three different types of pollution, human health, and environmental effects of pollution.The first site is Third Grade Sciencehttp://fitzwater.awardspace.biz/pollution.html (E)

Tiki the Penguinhttp://tiki.oneworld.net/pollution/pollution4.html (E)

http://tiki.oneworld.net/global_warming/climate3.html (E)4. Cause and Effect chart of examples of pollution and the effect on the environment. This will be completed on large chart paper in group of 2-4 or independently on the worksheet (R,T)

5. Homework: Performance Task#1 (Eq,T)

Day 3 1. Review questions and vocabulary (R)

2. Play this memory game on the Smart Board to determine the top three types of litter. Georgia Litter Control http://www.litteritcostsyou.org/playCards.aspx (R, H)3.Read pp. 130-133 in interactive textbook (ADHD and slower readers will use this text while the others will read the same section in their hardback textbook that is written more on third grade level) and work on questions(Eq)

4. Ticket out the Door-students will record an answer to at least two of the essential questions (slower learners will answer one while the others will need to answer 2-3). (R)

5. Homework: Performance Task #1 (Eq,T)

Day 4 1. How can ecosystems be conserved? (W)Vocabulary: Conservation

2. Show Conservation/Reducing Vodcast (W)

Additional Conservation Resources: The Energy Story: Saving Energy and Energy Conservation can be accessed athttp://www.energyquest.ca.gov/story/chapter19.html or printed for students to read on their own or with a partner. Some students may need this read to them. This could be accomplished by the teacher reading it to the small group or a peer assisting them. (Eq, T)

3. Read The Lorax to the students and discuss the effects of deforestation and conservation methods that should take place to protect our forests and natural resources or watch the video http://www.fanpop.com/spots/dr-seuss/videos/1237877/title/lorax-full-movie (E, R)

4. They will develop a plan on how to conserve our natural resources. The project can focus on one or more natural resource. The students will decide on their

Day 5

1. Students will present the results of Performance Task #1 (R,T)

2. Introduce Performance Task #2 and assign (W,Eq,T)

3. If time allows in class, continue Conservation Projects

interactive version (Georgia Science Grade Three by Houghton Mifflin copyright 2009) which is a consumable text that has questions and activities to complete as the students read to reinforce comprehension. It is also written in a more simplified version which tends to be at a lower reading level than the hardback textbooks. It also does not have all of the experiments and extra activities that the textbook would have which helps keep some of the struggling readers more focused on the content and not as overwhelmed. It is a great resource for students to take home and get additional help with reading for information. At the third grade level, the students still tend to have difficulty inferencing and finding information in a nonfiction text.

Name_________________________________

Pollution Pre-Test

1. __________________ material is material that has been broken down in a compost pile. a. pollution b. decayedc. wood

2. A __________ is a way to recycle yard waste and table waste.a. pollutant b. compost pilec. landfill

3. ____________ material will breakdown naturally in a landfill. a. non-biodegradable

b. biodegradablec. decomposer

4. Explain how litter can destroy ecosystems and habitats.

5. Give one example of a biodegradable material and one example of non-biodegradable.

6. What is hazardous waste and how does it harm our environment?

7. Which is not a biodegradable material?a. untreated woodb. cardboardc. paperd. metal

8.

11. What are the three different types of pollution? _____________________, ______________________, and________________________________

12. What happens to animals due to pollution?

13. What are our natural resources?

Recyclable MaterialsNon-recyclable Materials

14. How do we conserve our natural resources?

15. A ____________________________is an organism that breaks down remains of dead organisms or materials that are made from once-living things.

a. pollutant

b. decomposer

c. biodegradable

16. Trash that is thrown on the ground or in the water is known as ________________________.

a. pollution

b. hazardous waste

c. fertilizers

17. Matter that breaks down easily in the environment is _____________________________.

a. non-biodegradable

b. biodegradable

c. decomposer

18. Collecting materials, processing them, and making them into something new is the process known as _______________________.

a. decomposer

b. recycling

c. reuse

19. Finding a new use for something that would normally go into the trash is known as _______________.

a. recycling

b. reuse

c. pollutant

20. Decayed material from once-living things that is used to enrich the soil is _______________________.

a. trash

b. compost

c. decomposer

21. Protecting our natural resources and not using too much at a time ______________________________.

a. preservation

b. conservation

c. reuse

23. A_________________________ is the place where a plant or animal lives.

a. habitat

b. ecosystem

c. environment

Performance Task #1 (beginning of week 1 or just prior to the unit)

You have been hired by the mayor of your town to conduct research on pollution in your area. It will be your job to report back what types of pollution you saw over a three to five day period. As you are driving in a car, observe pollution in your town and record your findings. You are encouraged to include photographs or drawings of what you saw. If possible, record the location of where this pollution was noticed. Remember to not enter private property or go without an adult. It may be possible for you to complete this task in your own neighborhood.

This is an opportunity for you to find out what types of pollution are in your area and respond. After you have completed the log, please include at least one written paragraph about the sources of pollution in your community. Be sure to include what problems to the habitat might occur or are occurring due to the pollution? Why might someone have decided to pollute the area? Could there be a good reason why this might have occurred?

(Facet 1, Facet 2, Facet 3, Facet 4, and Facet 5)

**Struggling students that have difficulty constructing sentences and/or paragraphs may orally explain to the teacher the answers to the questions or present their findings in a video format. Advanced students may choose to present their material in more of a written report including information they gained from contacting someone at the county level about our pollution in Camden County. This could be accompanied by a video presentation of their findings along with a log.

Student Score____________

Feedback:

Self Assessment of Pollution Log Task

Log includes at least 7 complete entries

Pictures/Illustrations are included for at least half of the entries.

I included data I discovered about pollution.

I explained the process used to obtain the data.

Performance Task #1 Rubric

Category Excellent 4 Good 3 Satisfactory 2 Does Not Meet 1

Log The log is complete and has at least 7 different entries.

The log has at least 5 different examples of pollution.

The log has at least 3 different examples of pollution.

The log has 2 or less examples of pollution.

Pictures/Illustrations

Students may choose to present in video format (same rubric would apply they would need to include the same number of events for each)

Pictures and/or illustrations are included for each example.

Pictures or illustrations are included for at least 4 of the entries.

Pictures or illustrations are included for at least 2 entries.

Pictures or illustrations are not included.

Summary

Alternate Summary

(oral)

The summary thoroughly explains the pollution that was discovered and the process used to gather the data. It also includes a hypothesis about what may happen to the environment due to the pollution.

Student thoroughly explains orally the pollution that was

Explains the process used to gather pollution data and what pollution was found. Includes a basic hypothesis about what may happen to the environment due to the pollution

Student explains the basic process and pollution that was found. The student

Gives little detail about the process used to gather the data and the data that was found. No hypothesis was included about the effects of the pollution on the environment.

The student gives little detail about the process used to gather the data. No

Incomplete summary that does not include the information that is required.

The student struggles to give an oral account and lacks the

I included a hypothesis about what problems the pollution may cause to the environment or the problems that are already occurring.

Performance Task #2 (end of week 1 or beginning of week 2)

You will track the recycling habits of your family for a two week period. If you do not normally recycle in your home, it will be your job to recycle over the next two weeks. Recycling has been a huge effort in many parts of the country. Unfortunately, many people still refuse to recycle due to the extra effort it requires. Keep a log of the amount of recyclable materials you use in your home versus the bags of trash that will head to the landfill. In your log, you will need to include all of the items that you were able to recycle over the two week period. Include any problems that may have occurred and/or how have the habits changed within in your household. Also, reference whether this activity cost you any more money or time to complete. Be sure to assess whether you feel like this is something that has changed you for the better. Also include what you have learned about recycling by completing this task. (Facet 2, Facet 3, and Facet 6) **Struggling students may have their parents do the recording of the information but they need to be a part of the recycling activity and dictate what is to be written.

Recycling Log Scoring Rubric for Performance Assessment #2

Level 4

All entries are dated

Two week period

Amount of recyclables versus the amount of trash produced is recorded or illustrated through drawings or pictures

Problems are included (if any)

Explains changes (if any) of behaviors about recycling that have taken place in their home

Amount of time or money that it costs to recycle are included

Thorough explanation of what the student learned about recycling during this project.

Examples of items that have been recycled including any new revelations of items that are recyclable.

Level 3

All entries are dated

Two week period

Amount of recyclables versus the amount of trash produced is recorded or illustrated through drawings or pictures

Problems are included (if any)

Explains changes (if any) of behaviors about recycling that have taken place in their home

Amount of time or money that it costs to recycle are included

Examples of items that were recycled are included.

Level 2

Some entries are dated

Amount of recyclables versus the amount of trash produced is recorded

Problems are included (if any)

Examples of items that were recycled are included.

Level 1

Entries are lacking dates

Amount of recyclable materials versus the amount of trash produced is not recorded

Examples of items that were recycled

Student Self-Assessment of Performance Task #2

___________ All of my entries are dated

___________The time period included at least a two week period.

___________The amount of recyclables versus the amount of trash produced is recorded or illustrated through drawings or pictures in my log.

___________Any problems I encountered are included in my log.

___________I explained the changes of behaviors about recycling that have taken place in my home or discussed how we have always recycled in our home.

___________The amount of time or money that it costs me to recycle are included or I noted that it did not cost me any time or money.

___________I explained what I learned about recycling during this project.

___________ I gave examples of items I recycled.

__________ I included any new information I learned about recycling.

Performance Task #3 (last week of the unit)

The landfill in your county is reaching its capacity and will have to open a new landfill within the next 5 years if the amount of garbage continues. They have asked students in grades 3-5 to develop a presentation showing the types of materials that can be recycled and how this would help conserve our land. The top three winners will have their presentation used throughout the county.

Include information that you have learned throughout the unit and resources you have found online. In your presentation, you should include the amount of trash versus the amount of recycling that takes place in your town (county). This should be available online or by contacting your local landfill and recycling center. They may even offer tours which will help you understand the severity of the problem. Along with that information, you need to be sure to include the materials that can be recycled and how you are implementing this in your home. Include the differences between biodegradable and non-biodegradable materials. In many communities, yard waste is handled through a separate truck or company. You may want to find out if anything like that takes place in your area. Be sure to show how recycling will conserve our land. Be prepared for opposition to your ideas from the community. (facet 1, facet 2, facet 3, facet 4 and facet 5)

Goal: Your goal is to determine the challenges faced by the local landfill in your community.

Role: It is up to you to provide some solutions and ways the people of the community can help to improve the situation. You will be creating a power point or commercial showing the problems as well as possible solutions.

Audience: The audience will be members of the board at the landfill, members of the community, and your classmates.

Situation: This project involves you presenting to members of the community that may not be open to hearing your ideas on helping to improve the situation at the landfill. Your study will determine the problems faced by the landfill and ways that you feel the situation at the landfill can be improved with the help of the community.

Product: You will design a power point, commercial, or booklet that shows some ways you personally can improve the situation at the landfill. Include some misconceptions people may have about recycling and provide some statistics of how much garbage is produced in your town (county) alone versus how much is being recycled.

Standards: Review the self-assessment as well as the scoring rubric to make sure all of the elements have been included in your presentation. Test out your presentation on a friend or family member prior to submitting it to be scored.

Scoring Rubric for Performance Assessment #3

Category Excellent 4 Good 3 Satisfactory 2 Does not meet 1

Information Facts and content are correct. The presentation includes more information than what was required.

Facts and content are accurate.

Few facts or some of the information is not correct.

No real facts are included.

Details Problems faced by landfills are addressed. Extra examples of how we can each make a difference were included. Recyclable materials were

Necessary details were included to understand the problems faced by the landfill. Recyclable materials were identified.

Few details were included about the problems faced by the landfill. Recyclable materials were not properly identified.

No details or little details were given.

Recycling was not addressed.

addressed and identified.

Presentation (commercial)

The presenter could be heard and clearly understood. Props or photographs were included. Presentation hooked the viewer.

The presenter could be heard and understood. Some type of prop or photograph was used.

The presenter was difficult to hear and/or understand. If props were used, they did not connect with the topic.

The presenter was almost impossible to understand or hear.

Presentation

(power point)

The slides were attractive and had smooth transitions. Photographs were included of pollution, recycling, or landfills.

Slides were attractive and easy to read with smooth transitions.

Slides were difficult to read or there was a problem with the transition of slides.

Presentation was not well presented. The slides were difficult to read and the slides did not transition properly.

Presentation

(booklet)

The booklet was neatly and creatively constructed. It included illustrations or photographs of pollution, recycling, and landfills.

The book was neat and included some illustrations.

The text and or illustrations were not completed neatly. The overall project lacked creativity.

The booklet was incomplete and/or difficult to read.

Length Power point-at Power point-at Power point-at least Power point-3 slides

least 7 slides were included.

Commercial-at least 3 minutes long

Booklet-at least 7 half page sheets

least 5 slides were included

Commercial-at least 2 minutes long

Booklet-at least 5 half page sheets

4 slides were included

Commercial-less than 2 minutes but more than a minute

Booklet-at least 4 half page sheets

or less

Commercial-1 minute or less

Booklet-at least 3 half page sheets or less

Student Score______________

Feedback:

Self Assessment for Performance Task #3

Information

The facts included in the power point, commercial, or booklet are accurate.

There are interesting facts included in my project.

I included additional information I found online.

Details

The problems that landfills face are explained in great detail.

The types of recyclable materials are presented.

The difference recycling can make is shown in my project.

Presentation

Power Point

The slides transitioned correctly.

There are photographs of pollution, recycling and landfills.

The slides are attractive and easy to read by the viewers.

Commercial

I was confident and easy for the audience to hear and understand.

I included photographs or props that were relevant to my presentation.

I used a creative way to hook my audience.

Booklet

My illustrations are neat or clear pictures are included. The pages are presented in an organized sequence.

Name_____________________________________

Causes and Effects of Pollution

Name___________________________________________________

Conservation Project

Directions: You may choose one of the following assignments to complete the conservation project. It is your job to show ways to conserve our natural resources.

Narration: Write an ad convincing the readers to conserve 1 or more natural resources. The ad should contain examples on what the readers can do to conserve the resources.

Research: Research online and find statistics about how much of our natural resources are being used each year and how much we can save by making an effort to conserve that specific resource(s).

History: Research how the conservation movement got started and how has it changed the habits of people. Be sure to include conservation methods and which natural resources are being conserved.

Aesthetic: Focus on the ways that not conserving effects how the area looks and how conservation can make an area look better. You may want to choose a community in our area or a specific location you are personally aware of in the state of Georgia. You may also want to show how it can affect our health. The project will be presented through a poster.

Plan: Focus on ways you can impact the conservation of our natural resources. You will develop a plan and present it through a poster, power point, or commercial to the class.

(Questions and/or instructions will be posted for the students each time this activity is used.)

Ticket out the Door Ticket out the Door

Ticket out the Door Ticket out the Door

Name_________________________________________

Directions: You will need to include at least 4 recyclable and 4 non-recyclable products to get a score of a 3. If you want to get a 4, you will need at least 6 in each area and they must be correct.

Recyclable Non-Recyclable

Name_________________________________________

Directions: You may choose one of the following projects for your reuse project. Read each of them carefully and discuss your choices with the teacher.

Narrative: Compose a journal entry about a reuse idea of a particular item that is in the center of your table group. Explain how the item will be reused in another way and you may choose to include an illustration.

Research: You will find a reuse for one of the items at your table and research how much money will be saved by reusing this item in the way you have determined for it to be used.

History: You will research online how products have been reused and the impact it has made over time.

Aesthetic: Decide on a reuse of a product that will be used for decoration or in a way that it is providing something appealing for you to see.

Plan: You will create something from the “trash” at your table that can be demonstrated or modeled for the class to see. You should try to reuse more than one item.

Pollution Test Name_____________________

1. What is decayed material that is used to give nutrients to the soil called and how does it decay?

2. Explain how litter can destroy ecosystems.

3. Complete the chart below with examples of biodegradable and non-biodegradable materials.

Biodegradable Non-biodegradable

4. Explain how hazardous waste and litter are alike and different. Give at least one way they are the same and one way they are different.

5. Farming that helps preserve ecosystems is calleda. zero wasteb. green agriculturec. ecotourism d. pollution

6. Which will most likely harm a coastal habitat?a. building fences around sand dunesb. green agriculturec. an ocean oil spilld. recycling plastic

7. Which is not a biodegradable material?e. untreated woodf. cardboardg. paperh. metal

8. & 9.

10. Based on what you have learned in class and through your research for the performance tasks, explain the importance of recycling, conserving our land, and maintaining our landfills. Also include reasons to downplay the perspective of someone not wanting to waste their time on recycling.

Recyclable MaterialsNon-recyclable Materials

11. What are the three different types of pollution? _____________________, ______________________, and________________________________

12. What are the effects on humans due to pollution?

13. What are the effects on animals due to pollution?

14. Give at least three examples of how humans do not conserve our natural resources.

15. Explain three examples of how people are making efforts to conserve the natural resources.

Vocabulary Section

compost ecosystem habitat conservation decomposer

pollution biodegradable environment recycling reuse

16. A ____________________________is an organism that breaks down remains of dead organisms or materials that are made from once-living things.

17. Trash that is thrown on the ground or in the water is known as ________________________.

18. Matter that breaks down easily in the environment is _____________________________.

19. Collecting materials, processing them, and making them into something new is the process known as _______________________.

20. Finding a new use for something that would normally go into the trash is known as _______________.

21. Decayed material from once-living things that is used to enrich the soil is _______________________.

22. Protecting our natural resources and not using too much at a time ______________________________.

23. An______________________________ is all the living and nonliving things that surround an organism.

24. A_________________________ is the place where a plant or animal lives.

25. An _________________________ is a system of all the living and nonliving things that exist and interact in one place.

26. What have you learned throughout the tasks and the information presented in class about pollution and your community?

Additional Resources for Students and Teachers –some for teacher background knowledge and some that has resources for students and teachers

The Energy Story: Saving Energy and Energy Conservation

http://www.energyquest.ca.gov/story/chapter19.html

Pictures and information on how energy can be conserved is addressed on this site.

Litter in Georgia

http://www.litteritcostsyou.org/

This site gives factual information about what it does cost us for the littering across the state. There are fun interactive games for the kids. There is also information for teachers to use in the classroom with links to special programs or challenges that are available. This particular site also tells what the punishments are for littering in the state.

St. Marys EarthKeepers

http://www.stmarysearthkeepers.com/recycling.html

This site will assist students living in St. Marys, GA with determining what is recyclable in our area. It also keeps us up to date on what our EarthKeepers group is doing to keep the Go Green challenge alive.

Tiki One World

http://tiki.oneworld.net/pollution/pollution4.html

This site explores the different types of pollution and is kid friendly. They will enjoy following Tiki on the adventures while learning about Pollution.

Wastebuster

http://www.wastebuster.co.uk/kids/

This site has incredible adventures or not so adventures in a landfill. It is very entertaining and gets its point across. Along with the kids portion, the site offers teacher supplements and information about landfills.

Keep Georgia Beautiful

http://www.dca.state.ga.us/environmental/kgb/recycling_in_ga.html

The recycling effort going on across the state of Georgia

http://www.dca.state.ga.us/environmental/kgb/education.html

Educator resources for recycling in Georgia

Air Pollution in Georgia

http://www.georgiaconservancy.org/mothersandothers/airpollutioningeorgia.htm

This site gives a report of a study that was conducted on air pollution. It claims our air is really unsafe in 50% of the areas. Many of us are living in areas where the air quality is below what it should be to be considered safe.