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Comprehensive Lesson Plan Template

(This template can be used for edTPA submission)


[Note: All words and phrases in RED can be found in the edTPA Glossary]
[*Note: All items with a * are required in a lesson submitted for edTPA scoring]

Lesson Number: Day 7-9 Lesson # Title: Pollution in Chile


Name: Melissa Leviton
4
Lesson Goals
*Central Focus of the Learning Segment:
Students will come up with possible solutions to water, air, and land pollution in Chile. Students will use information that they have
learned about water, air, and land pollution locally to help come up with possible solutions to help Chile with its pollution.
*Related Skills needed to apply the strategy in meaningful contexts
Students must take previously learned information about water, air, and land pollution locally, and apply it to water, air, and land
pollution it globally. This information will be used to provide evidence to construct an argument about possible solutions to pollution in
Chile.
*Standard(s) Addressed:
17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).
17.C.1b Identify opportunities and constraints of the physical environment.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local
environment.
2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
2A.1a. Recognize that others may experience situations differently from oneself.
*Materials/ Instructional Resources:
Paper

Pencil
Science/Social Studies Notebook
Map of World
Images (see links below)

http://www.ipsnews.net/2012/06/mine-tailings-pollute-a-chilean-towns-water/-- use for information on water pollution


https://www.google.com/searchq=water+pollution+in+chile&biw=1305&bih=738&source=lnms&tbm=isch&sa=X&sqi=
2&ved=0ahUKEwiSn_KF2KfJAhUF1h4KHV3rCVQQ_AUIBygC
http://www.nationsencyclopedia.com/Americas/Chile-ENVIRONMENT.html-- use for information about land pollution
https://www.google.com/searchq=air+pollution+in+chile&source=lnms&tbm=isch&sa=X&ved=0ahUKE
wiUvdao16fJAhUHlR4KHZR0B2wQ_AUICCgC&biw=1305&bih=738#tbm=isch&q=land+pollution+in+chile
http://www.explainthatstuff.com/land-pollution.html -- use land pollution in Chile
http://www.ibtimes.com/santiago-smog-chile-declares-environmental-emergency-over-air-pollution-1976819
-- pull information for detail about smog
https://www.google.com/searchq=air+pollution+in+chile&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiUvdao16f
JAhUHlR4KHZR0B2wQ_AUICCgC&biw=1305&bih=738-

*Learning Objectives (Add additional objective boxes as


needed):

*Assessment (both formal and informal)- Evidence of Student


Understanding:

Objective 1: The students will identify 2-3 actions that explain


how humans impact the environment and how these changes
have impacts over time.

Related Assessment: In a group students will discuss possible


human impact of water pollution in Chile. As a class they will come
up with 3 main points about water pollution and the changes over
time. For land pollution, students will break into groups of 4,
discuss, and write down in their Social Studies/Science Notebook
what they think happens to landfills. The teacher will walk around
monitoring groups. In pairs, students will come up, and write down
how humans impact air pollution, the environment, and how they
would feel.

Objective 2: The students will be able to come up with 1


possible solution for water pollution, 1 possible solution for land
pollution, and 1 possible solution for air pollution in Chile.

Related Assessment: Over 3 days the students will write a letter


to Ms. Bachelet, the president of Chile. The students will start by
introducing the topic of pollution. They will then write a sentence
about the problem that Chile is facing with water pollution. They will
then write a possible solution to the problem. Students will do the
same for land and air pollution. Before daily collections, the teacher
will review with the student what he/she has written, and tell them
to add any changes necessary.

Lesson Considerations
Pre-Assessment:
At the beginning of the lesson the students will review what they already know about pollution of water, air, and land.
Prior Academic Learning and Prerequisite Skills:
Prior to this lesson students have been introduced to the concept of pollution. The students have looked at the impact of pollution
locally. Students have learned about water pollution and how it impacts them locally at the Mahomet Aquifer; and discuss how
humans impact our water supply. They have also learned about land pollution, the landfills in Illinois, and ways to reduce land
pollution locally. They have learned how humans impact air pollution locally as they learn about air pollution in Chicago. The students
have also come up with ways to reduce air pollution in Chicago. The students have learned about renewable, and non-renewable,

resources, and how these resources can help reduce pollution.


Misconceptions:
The earth can take in and neutralize pollution over time.
Humans cannot affect the earth because the earth is too big.
Burning waste to make electricity does not cause pollution.
Human activities have no impact on processes like river flow, flood cycles, etc.
Time

*Lesson Plan Details


Lesson Introduction
Last week we learned about how pollution impacts us locally. Can someone remind me of the different types of pollution that
we have learned about? Expect answers like: water, land, and air pollution. Ask students if someone can tell you what water
pollution is. Expect answers like: water pollution is when waste, chemicals, or other things go into the water, making the
water harmful for other people/animals. Ask if someone can explain what air pollution is. Expect answer like: air pollution is
when the air contains dust, gases, or other harmful things to human/animal health. Ask if someone can tell you about land
pollution. Expect answer like: land pollution is anything that can damage the land; this can include garbage, mining, and
factories.
Explain how last week we were looking at how pollution has impacted us locally, and this week we are looking at how
pollution impacts the world. Tell students that pollution impacts the world, but we are going to be focusing on how pollution
impacts one specific country in the world, Chile.
Pull up a map of the world to show students where Illinois is located, and then where Chile is; to show the students that they
are in different parts of the world.
Learning Activities Set expectations. Explain that what students will be doing this week in Social Studies and Science will be learning about
water, land, and air pollution in Chile. Over the next couple of days, the students will write a letter to the president of Chile

about the pollution problem. As they learn about each type of pollution they will write a sentence about water, air, and land
pollution in Chile. After the students write a sentence summarizing the pollution problem, they will write a possible solution
to that type of pollution.
Today, we are going to be learning about water pollution in Chile. Have students take out their Science/Social Studies
Notebook. Show some images of what water pollution looks like in Chile. Have students discuss what they see in the water,
what the water looks like. Write down key details of what the students are saying (e.g. dirty, not clear, there is trash in the
water, etc.). Then focus in on one specific aspect of water pollution.
Show the image from the article Mine Tailings Pollute a Chilean Towns Water. Then read students quotes about what
happened in 2012. Explain how people in Northern Chile were experiencing health problems because of mining. The dam
that was built there causes ground water pollution. It is also one of the largest toxic chemical dumping areas. When you are
finished summarizing points, as a class, come up with 3 take-always about water pollution in Chile; as a class write them
down.
After learning about water pollution in Chile, explain to students they are going to start working on their letter. They will
address the letter Dear Ms. Michelle Bachelet. Explain that Ms. Bachelet is the president of Chile. They will write a
sentence introducing themselves and why they are writing this letter. Then they will write a sentence describing the water
pollution problem in Chile. Remind students that they can use their previous knowledge of what they learned last week
about pollution, renewable and non-renewable resources. They will then write a sentence about one possible solution to the
water pollution problem in Chile. When students are done, have them raise their hands to get the letter checked by the
teacher and collected. While waiting for the teacher to look at their letter, they should be re-reading their letter looking for
mistakes.
Next day:
Yesterday we learned about water pollution in Chile, today we are going to be learning about land pollution. Show students
a picture of the Escondida Mine (the worlds biggest cooper mine). Tell students that it is so big that you can see it from
space! Ask students if they know what mining is. Explain that mining is taking minerals or other materials from the earth.
You may think that taking things from the land would cause little pollution, but it does not. When we take things out of the
land, we are using chemicals, electric, or other ways, that can leave behind waste. This waste can be dumped on the land.
Explain how since the waste is put in one place that land pollution for those specific areas can become very high. When
people leave mines, typically what is left is contaminated landfills. Break the students into groups of 4, have the students
write down 3 thoughts of what they think happens to the garbage that is left in the landfills. Walk around observing groups.

Have one or more groups share out, and explain what they think happens to landfills; and why they think that happens
(human impact). Pick groups to share out whose answers that were written down were on the right track.
After learning about land pollution, explain to students that they are going to continue working on their letter to the president
of Chile. Hand back the letters that they started working on yesterday. Have the students write a sentence about the land
pollution problem in Chile. Then write one possible solution to the land pollution problem in Chile. When students are done,
have them raise their hands to get the letter checked by the teacher and collected. While waiting for the teacher to look at
their letter, they should be re-reading their letter looking for mistakes.
Next day:
Over the past couple of days we have talked about water and land pollution in Chile. Today we are going to be learning
about air pollution in Chile. Show students various pictures of air pollution in Chile. Ask students what they are seeing in the
pictures. Write key words down, and have students write along with you in their Science/Social Studies Notebook. Include
pictures of when smog spread over Santiago, Chile; and explain how Chile had to declare a state of emergency in June of
2015. This caused many places to shut down. In predetermined partnerships have students discuss how humans impact air
pollution, and how they would feel if they were in Chile when this happened. Have students write down 3 ideas that they
have in their Science/Social Studies Notebook. After 2 minutes of discussion, have students share out, and as a class
generate a list of how they would feel if this would happen to them. Ask students based on what they know about pollution,
what are some things that people in Chile could do to reduce the chances of smog happening.
After learning about air pollution, explain to students that they are going to continue working on their letter to the president
of Chile. Hand back the letters that they started working on yesterday. Have the students write a sentence about the air
pollution problem in Chile. Expect words like dirty air, darkness, people wearing masks. Then write one possible solution to
the air pollution problem in Chile. When they are finished they should write a conclusion sentence, which summarizes what
they wrote; explaining why the president should use these solutions to help with Chiles pollution problem. Then have the
student sign their names. When they are done, the students should partner up with their previously assigned partners and
read their letters to their partner and peer edit the letters. As the class finishes collect the letters.
*What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
When reviewing new concepts, as a class, the teacher will write the answers down on the board for students to copy in their
Science/Social Studies Notebook. If students are not on the right track, review the specific pollution that is confusing the
students. Students will be doing group work, in predetermined partnerships based on level. This will allow students to work
together and get the assistance they need. During small group and individual work, the teacher will walk around monitoring

students, and giving assistance as needed. The teacher will read all instructions to students so that they better understand
what they are supposed to be doing. The teacher will review student letters before they are collected, giving the students
suggestions/feedback. If a lot of students are getting information wrong in their letters, review the concept again the next
day before introducing the new topic. What the students write in their letter will depend on ability. Some students may write
a few simple sentences for each day, while others will be expected to write more detailed sentences. When the letters are
finished, the students will work together to peer edit their letters in predetermined partnerships.
For English language learners, I will read instructions to them, if needed. The partnerships will be predetermined, so that
they can work with students who can help them better understand the instructions. When we are doing group work, I will
write what is being said on the board. I will use pictures of pollution so that the students can see what we are talking about. I
will also have the instructions for the letter written on the board, so that the students can refer to it throughout the letter
writing process.
Closure
When students have finished writing their drafts of the letter ask, What did we learn about pollution in Chile? Call on
students to explain the water, land, and air pollution problems in Chile.
Based on the problems stated, have students explain to their desk partner some of the possible solutions that they came up
with. After 2 minutes, call on students to share out about possible solutions for water, land, and air pollution in Chile.
Extension
Depending on time, students can research more about the different types of pollution in Chile. If time they can write their
final draft of their letter.

Literacy Strategies: The students will be able to write an informative text (a letter) by summarizing knowledge gained from this
lesson, and previous lessons. They will be able to justify their possible solutions and explain why they are applicable to the problem
for that particular pollution. Students will be able to make the connections between what they have learned in class and apply it to
their writing. The students must be able to effectively describe possible solutions for air, water, and land pollution.
Language Supports:
A problem with water pollution in Chile is
A problem with air pollution in Chile is
A problem with land pollution in Chile is

A possible solution to water pollution in Chile is.


A possible solution to air pollution in Chile is.
A possible solution to land pollution in Chile is.