Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

CLASS #4: MAN’S EFFECT ON HABITATS
PURPOSE: This lesson will introduce the role of pollution, trash, pesticides and other man made stresses on the environment. The book that is the basis for this lesson is a story about a group of sea creatures that live in a coral reef. Their reef is danger of being destroyed due to toxic waste being dumped by the villain in the story. The animals work together to save their coral reef. The reef habitat is one of the habitats the class learned about during the video they watched for lesson #1. TIME REQUIRED: 45 minutes MATERIALS & MATERIAL MANAGEMENT: Materials: • Habitat model • Motor oil • Chocolate powder • Trash • Squirt gun • “The Sign of the Seahorse: A Tale of Greed and High Adventure in Two Acts” by Graeme Base • Whiteboard • Markers • Pencils • Paper STANDARDS/FRAMEWORKS: Content Standards: CA Standards • D. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. • Language Arts 2.1Write narratives: a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. Materials Management: I will add pollution to the same type of habitat model that we used in the same lesson. I will add motor oil and chocolate powder (to represent fecal matter) and trash to represent certain types of pollution. I will pass out the paper needed for this lesson.

NSES and/or AAAS Benchmarks • 5D- Interdependence of LifeChanges in an organism's habitat are sometimes beneficial to it and sometimes harmful. (AAAS)

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

Investigation & Experimentation/ Inquiry Standards: CA Standards NSES Standard • 5e. Collect data in an • Communicate investigations and investigation and analyze those explanations. data to develop a logical conclusion. LEARNING OUTCOMES: Content objective- Students will be able to illustrate the impact of urban sprawl and pollution to the ecosystem. Language objective- Students will be able to name the different types of pollution and how this is affecting the environment. They will also create ways to help prevent this from getting worse. VOCABULARY: • pollution • toxic waste • oil spill

• Depending on habitat chosenTaiga, deciduous forest, desert, rainforest

ASSESSMENT (FORMATIVE): I will conduct a formative assessment while walking around observing the groups create their skit. The actual skit and the script developed will also serve as a formative assessment. For the formal assessment, I will be looking for an understanding of the characteristics of the habitat and how certain types of pollution can affect plants and animals specific to that environment. The type of pollution used has to be a potential real-life situation. REFERENCES: • Content area extracted from- Badders, William. Houghton Mifflin California Science Level 3. Boston: Houghton Mifflin, 2007. Print. INSTRUCTIONAL ACTIVITIES: Time Lesson Content 15 minutes Part 1. Engage 1. Connect to prior student knowledge • I will begin the lesson by telling them that we are going to read a story about animals that live in a coral reef that is being threatened by pollution.

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009 • • • I will then ask them to remember when we experimented with our habitat models and had them think about what would happen if pollution were added. I will present my habitat model that I have altered to have pollution. I will squirt the model to show the powder and oil running off and going into the soil. The trash will also accumulate with the oil-powder mixture. I will ask the class the followingo How do you think this affects the animals in the habitat model? o How do you think it affects the plants in the model? o I will be looking for the students to have answers such as it makes the animals sick, it kills plants and animals, it makes it hard for anything to live if an environment that is polluted. I will ask the class to tell me what kinds of animals they learned about that live in a coral reef. This is one of the habitats they learned about in the video assigned to the activity of lesson #1. Read Aloud of story ““The Sign of the Seahorse: A Tale of Greed and High Adventure in Two Acts” by Graeme Base The story is about a group of fish and crustaceans living in a coral reef. Their habitat is being threatened by toxic waste. They gather together to save their reef from being polluted by the villain in the story.

• •

15 minutes

2. Introduce Challenge • After the read aloud, I will discuss the types of pollutiontrash, toxic waste, oil spills, and chemicals being released into the air. I will show images of these on the overhead projector. • The class will now have to create their own skit. I will model this by having them picture their favorite beach in the San Diego area. I will them picture all the types of animals (birds, dolphins, seals, crabs) and plants (seaweed, palm trees, bushes) that live in our beach areas. • I will then have them picture that same beach if each student threw 5 pieces of garbage along the shore. • I will then show a picture of a littered beach • The ways they can prevent this is by not littering and by picking up trash that they see on the beach. • I will then show a picture of a pristine San Diego beach.

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009 • • • • The class will be divided into 4 groups of 5. ELLs will be dispersed throughout the groups. Each group will be assigned a specific habitato Desert, taiga, rainforest and deciduous forest Students will create and perform a skit that is 3-5 minutes long showing the impact of our actions on the environment and simple steps we can take to help. They must write a script that is at least 3 pages long and must include the main idea (a type of pollution in assigned environment) and supporting details. Some plants and animals may not be able to survive these changes. It must also include a solution at the end. They can use the computers or the textbook for research if needed.

15 minutes

Part 3. Explain and Extend 1. Class discussion of findings • Each group will perform the skit that they created. 2. Class thinking and connect to next lesson • We will have a grand discussion at the end talking about what they learned while researching and writing the skit. • I will then tell the class that the information they learned today while watching the skits will be used in during the next lesson as they create their own habitat model. They should be thinking about the habitat they want to illustrate and how it can be affected by pollution and/or natural disasters. Part 4. Evaluate • The scripts for the skit will be collected. I will be looking for the students to have an understanding of pollution and how it can affect their habitat.

STUDENT HANDOUTS/VISUALS: [insert pages] Picture of littered beach

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

Picture of clean San Diego beach

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

Trash on Mt. Everest

Toxic waste

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

Oil Spill

Air Pollution

Lisa Rigsby TE910C, Lesson Plan Template Fall 2009

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