KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Jess Sheidy and Lindsey Sinton Date:2/23/15

Cooperating Teacher:

Coop. Initials

Group Size: Whole Class Allotted Time 45 minutes Grade Level Third Grade
Subject or Topic: Pollution in Wetlands Section

STANDARD:
4.5.3.C
Identify different types of pollution and their sources.
I. Performance Objectives (Learning Outcomes):
Third grade students will demonstrate their understanding of pollution and their sources
by answering questions correctly on an exit slip.
II. Instructional Materials
A. Inquiry sheet
B. Vegetable Oil
C. Water
D. Buckets (one per table)
E. Spoons
F. Droppers
G. Plastic Bowls
H. Sponge
I. Paper Towels
J. The Lorax by: Dr. Seuss
K. Students journals
L. Guided notes
M. PowerPoint
N. SMART board
O. Wetlands book
P. Pollution fold-able
Q. Exit Slip worksheet

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Knowledge about environment
2. Fine motor skills for cutting and folding
B. Key Vocabulary
1. Pollution: the presence of harmful substances and large
amounts of waste in an environment that can affect the air,
water, soil etc.
2. Air Pollution: the presence of harmful substances in the air.
3. Water Pollution: the contamination of a water supply
4. Soil Pollution: the presence of pollutants or alteration to the
natural soil environment.
5. Noise Pollution: harmful or annoying levels of noise, such as a
large amount of noise from air planes, industry etc.
C. Big Idea
1. Know about pollution, its causes and ways to reduce pollution.
D. Additional content
1. Causes of different types of pollution
2. Ways to reduce pollution
3. Effect of pollution on a wetland environment
IV. Implementation
A. Introduction
1. Before lesson, fill buckets with water and place cup of
vegetable oil in the water. Give each table group a bucket,
spoons, bowls, droppers, and anything else that may be useful
in getting oil out of the water.
2. Gather students on the reading rug.
3. Introduce the book The Lorax by Dr. Seuss. Explain to the
students that though they may have read the book before, we
are going to be pointing out specific things about pollution and
the effects on their environment.
4. Read The Lorax. When reading the book, point out to students
the different types of pollution seen in the book.
5. After the reading of the book is over, direct students back to
their tables where we will begin the pollution inquiry.
B. Development
1. Direct students attention to the buckets of water and oil in their
table groups while passing out the inquiry sheet. (see attached)
2. Tell students that they will be trying to get the oil out of the
water using the materials and instruments provided on their
desks.

3. Students will complete inquiry while filling out the inquiry

sheet. (see attached) Teacher will walk around and monitor
students and ask and answer questions.
4. After all the tables have completed the inquiry, students will
clean up their area by spilling out the water and oil into the
sink and mopping up any spills with paper towels.
5. The class will discuss their plans and their findings and
whether they were able to successfully remove all of the oil
from the water.
6. Teacher will begin to discuss pollution with the students by
asking students what they think pollution is. Once students
have brainstormed ideas about what pollution is, teacher will
show help students fill in the correct response on their fill-in
sheet. (see attached).
7. Teacher will then write the four types of pollution up on the
blackboard. Students will fill in the four types on their fill-in
sheets.
8. Students will brainstorm the definition and different causes to
all types of pollution. Teacher will write the correct responses
on the board and students will fill in the correct answers on
their fill-in sheets.
9. After the different types of pollution are discussed, students
will talk about what is affected by pollution, referring back to
inquiry as needed. Teacher will write correct responses on the
board and students will write the answers on their fill-in sheet.
10. Finally, students will brainstorm and discuss ways to reduce
pollution in their environment, referring back to the inquiry as
needed. Teacher will write correct responses on the board and
students will write answers on their fill-in sheet.
11. After pollution is discussed, pass out the foldable to all
students. (see attached).
12. Students will cut out and fold the foldable along the lines.
13. On the outside flaps of the foldable, students will write the four
different types of pollution discussed in class. Inside each flap,
students will define and give one cause for each type of
pollution.
14. After students have completed their foldable, they can glue the
foldable into their journal.
15. While the students are finishing up, the teacher will pass out
the exit slip, which is a worksheet. (see attached).
16. Students will complete the exit slip and hand it in.
17. After students are done, they will work on the page on
pollution for their wetlands book, which will have them draw
and write about one way to reduce our effect on the
environment.

C. Closure
1. Students will discuss the page in their wetlands book that they
added about reducing our effect on the environment with their
table groups.
2. After students are done discussing, students will hand in their
wetlands book for the final grading.
3. Students will then put all other materials away and get ready
for the next lesson.
D. Accommodations/Differentiation
1. For Danny who is visually impaired, all handouts will be
provided in Braille.
2. For Danny who is visually impaired, Danny will be given time
to use the sense of touch to feel the difference between the oil
and the water for the inquiry.
3. Filled in guided notes will be provided for those students who
struggle with handwriting.
4. For students who struggle with fine motor skills, a buddy will
be provided to them to cut and fold their foldable.
E. Assessment/Evaluation Plan
1. Formative
a. Students will complete a worksheet as an exit slip to assess their
learning.
b. Teacher will collect the exit slip and see what topics the students are
still struggling with.
2. Summative
a. Students will complete the pollution page in their wetlands book. The
page for this lesson will have the students write about one way to reduce our
effect on the environment. They will be required to draw a picture and write
two sentences on how their chosen effect helps the environment.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. Was the way the content was taught easy to understand?

2. Were the students able to connect the inquiry to the topic of

pollution?

3. Was the pacing of instruction too fast or too slow?

4. Did the foldable help the students to understand the concept of

pollution more?

5. How can I improve this lesson?

VI. Resources (in APA format)

Amos, J. (1995). What About Pollution. Melrose Park, IL: Steck-Vaughn
Company.
https://beyondtraditionalmath.wordpress.com/2014/03/30/3-hands-on-earth-dayactivities-that-integrate-math/