KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ___Alyssa Sedor & Erin Orth____________________
Cooperating Teacher: _________________________________________________
________________
Group Size: ___25______________ Allotted Time: ______________________
_3_______________
Subject or Topic: __Air Pollution_________________________________

Date: __2/19/15_____________
Coop. Initials:
Grade Level:
Section: _____________________

STANDARD: (PA Common Core):

4.5.3.C:
Identify different types of pollution and their sources
I. Performance Objectives (Learning Outcomes)
1. The third grade students will identify the effect of air pollution by categorizing the
amount of pollution from each area.
2. The third grade students will classify the different sources of pollution by completing
the Wanted Signs activity.
II. Instructional Materials
Dirty Sock
Where Does Pollution Come From? book
Power Point
Guided Notes worksheet
Wanted Signs
Pollution Crime Sheets
Locations Worksheet
Petroleum Jelly Index Cards (6 per group)
Science Notebooks
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
1. Basic understanding of pollution
2. Ability to compare and contrast
3. Ability to follow along and keep notes
B. Key Vocabulary
1. Air Pollution: When harmful gases and fumes are introduced into the environment
that makes it dangerous for people, animals, and plants.
2. Fossil Fuels: Fuels that are formed from the remains of dead plants and animals and
can be turned into coal, oil, and natural gas.
3. Acidification: When an air pollutant combines with the water droplets, which make
up clouds, the water droplets become acidic, forming acid rain.
C. Big Idea
1. How to help prevent air pollution.
D. Additional Content
1. Where air pollution is most prevalent.

IV. Implementation
A. Introduction
1. The teacher will show the students a dirty sock.
2. Teacher will ask the students to use their observation skills.
a. What am I holding?
b. What can you observe by looking at this sock?
c. How do you think this sock got dirty?
3. The teacher will remind students that yesterday they talked about water pollution.
a. Do you think this sock got dirty from water pollution or another type of
pollution?
4. Teacher will reveal that the sock became dirty from air pollution.
a. Teacher will explain how the sock caught the particles of pollution from their
car tailpipe.
5. Teacher will read the book Where Does Pollution Come From by: C. Vance
Cast.
a. Read until page 11.
B. Development
1. The teacher will present Air Pollution Power Point and provide guided notes for
the students to follow along with (see attached).
2. Teacher will hand out blank Wanted signs and characteristics of each pollution
villain (see attached).
3. Students will choose one villain and draw what their villain looks like based on
their crime/characteristics (see attached).
4. Teacher will circulate the classroom to provide assistance to students as needed.
5. Students will present their Wanted signs to the class and explain what crime their
villain committed.
6. Teacher will ask students where do they think the most polluted areas are and
why.
7. Teacher will provide each group a set of six index cards with Petroleum Jelly and
pollution particles on it and a list of six different areas that the index cards were
left at for 1 week.
a. Cards will be numbered on the back for correct matching
8. Students are to predict what index card came from which area based on the
amount of pollution.
9. Teacher will prompt students as necessary to help them place their index cards in
the correct location.
a. The darker the card the more pollution there is in the air.
10. Teacher will provide students with the correct matches to each area.
11. Teacher will lead a class discussion on their results.
a. What could have caused all of the pollution in each area?
b. How does this pollution affect them?
c. Is this a real problem? Why or why not?
12. Teacher will continue with Power Point on the solutions to air pollution.
13. Teacher will lead a discussion on the solution to air pollution.
a. What could we do as a class to help fight air pollution?
b. What could our families do?

c. What could we do as individuals to help with air pollution?

C. Closure
1. Students will do a 60 second Brain Scratcher (question sheet attached)
a. Students will have 60 seconds to answer as many questions as they can.
2. Students will add their guided notes and wanted signs into their science
notebooks.
D. Accommodations / Differentiation
1. Guided notes and detailed instruction will be provided to all students.
2. To accommodate Johnny, a boy who is completely blind, his materials will be
provided in braille and tactilely. Johnny will also be given a partner to help
describe the amount of pollution particles on each index card.
3. Strategic grouping will be used to create groups that work well and have both
advanced and struggling students.

E. Assessment/Evaluation plan
1. Formative
a. Collection of Areas of Pollution worksheet
b. 60 second quiz
2. Summative
a. Science notebooks will be turned in at the end of the unit

V. Reflective Response
A. How can this lesson be improved?
B. Were the students able to appropriately apply the purpose of the
inquiry to the real world issue of air pollution?

VI. Resources
Case, C. V. (1994). Where Does Pollution Come From? Hauppauge: Barron's
Educational Series.

Air Pollution Villain Cards: http://www.dec.ny.gov/education/55240.html

Information: http://eschooltoday.com/pollution/air-pollution/air-pollution-facts.html