Lesson Plan Integrated Education III Primary Why should we take care about water cleanness?

? The lesson took place 21st March 2012 and it was connected with the ideas of 3R of Doing Our Bit project - reduce the amount of using water and reduce the number of waste water The theme circle: Water secrets Before these activities there is recommened to go for a walk to the river to carry out some measurements: the water level, its cleanness, the direction of its stream, life forms living in the water and in inshore environment. Main educational objectives: Supporting comprehensive and harmonious pupils development but especially: - skills needed in gaining knowledge - activity skills in different life situations - developing the need of having contact with nature Detail educational objectives: Pupils: - know what is the meaning of water for life on the Earth - know the main causes of water pollution - know what are the effects of water pollution for life forms - realize the relations between humans activity and the environment condition - can form conclusions from the observation and gathered information and write them down as sentences - show on the map the way of the river from the local area to the sea - can arrange and solve text mathematical problmes to 1000 by their own - perform song text as a movement improvization - plan own activities aimed at the water using limitation - give proposals of own ideas connected with water and the nearest area environment protection Methods: discussion, work with texts, observation, mental map, a carpet of ideas, practical activities Materials: locality maps with marked river line, physical map of Poland, a globe, text The story about rescued river by E. Biel, dictionaries and handbooks, colourful A4 sized sheets of paper for each group, small sheets of paper for each pupil, mental map, board in the shape of a flower, four tall containers, coloured water in a glass, cartons with big letters Lesson stages:

Lesson Plan Integrated Education III Primary 1. Letter puzzle names of rivers flowing across Poland. Chosen pupils open cartons with big letters, after reading the letter the pupil tells the name of Polish river that begins with the letter which is on the carton. Then shows it on the map (W Wisa, O Odra, S Soa, N Nysa, R Raba) 2. Cartons are sticked to the board in one line and pupils write down the rest of the words. After finishing writing, the teacher pays pupils attention to the fact that names of the river are written with big letter. Then pupils from these words and the structure are Polish rivers create sentence with correct punctuation

3. The taecher asks: Why did the river Raba get old? and reads The story about rescued river aloud. After that pupils try to answer the given question. 4. All pupils try to answer the question: To whom the water is needed? The teacher shows the board in the flower shape. The flowers petals are empty, and in the centre of it in the shape of circle there the question To whom the water is needed? is written. Next to it, there are pictures of plants, bushes, mammals, birds, insects, children and adults. The teacher suggests putting the pictures in a such way to create some sets. Pupils do it: people, animals, plants and put the pictures in the correct places. There will be created mental map. Pupils discuss the map answering given question. The teacher turns out the centre circle, on which there was situated the question. Under it there should be written- Water is a life. 5. Pupils discuss the results of the observations that they carried out during the walk at the riverside. 6. The teacher carries out the experiment. The teacher shows 4 containers filled with water in a half. The containers are marked with letters (P Pisarzwka, S Soa, B Batyk, W Wisa). In the seperate container there is coloured water what indicates pollution. The teacher pours the coloured water to the container with the letter P now the Pisarzwka is polluted, next the teacher pours some of that water to the container with letter S Soa is polluted, next to the container with letter W Wisa is polluted and finally pours it to the container with letter BBatyk is polluted.

7. Pupils form the conclusion: Pollution from our river flows through the whole Poland and gets to the sea. They write it down in their notebooks. Chosen pupils show on the physical map the given rivers. 8. Pupils are divided into 4 groups and try to solve the problem: Why should we take care of water cleanness? I group What is the meaning of the water for people, animals and plants?

Lesson Plan Integrated Education III Primary II group What are the salt and sweet water supplies on the Earth? III group How do people pollute water? IV group - What are the effects of water pollution for life forms? Pupils are given different cyclopedias and handbooks, where they find answer for given questions. They write it on the sheets of paper. After that they discuss their results. 9. Filling in the workcards. Pupils are given workcards connected with lesson that have three different levels of difficulty. 10. Movement improvization to the song The clouds are floating in the sky

11. Creating and solving text mathematical problems with substraction to 1000 12. Creating together the carpet of ideas How can we protect the water? Pupils write their ideas on the small sheets of paper and put them on the Earth mock-up. Chosing the structures that can be done in reality: taking showers instead of having baths, fixing the leaks, etc

13. Pupils define the grammatical characteristics of the words indicating activities. 14. Making happy fish using origami technique

15. Self-assesment of the knowledge and work during the lesson: painting as many water drops as much information they gained 16. Homework: I will measure daily water using by my family. To have the results I will read the water meter today at 4p.m. and tomorrow at 4 p.m. Next together with my parents we will establish our plan of water saving.

17. Ending of the lesson, short discussion about the lesson, assesment of the pupils skills.