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Filtration Lesson Plan

Teacher Candidate: Lauren Moulin Date: May 2-3, 2017

Group Size: 20 Allotted Time 90 mins. Grade Level 3rd Grade

Subject or Topic: Water Filtration

Common Core/PA Standard(s):


4.5.3.C Identify different types of pollution and their sources.
Learning Targets/Objectives:
After learning about what water filtration is, students will be able to take the materials given
and construct a water filter that cleans the water of pollutants.
Assessment Approaches: Evidence:
1. Performance Assessment 1. Rubric (attached)
2. Think-pair-share 2. Annotated notes
3. Inquiry worksheet 3. Graded worksheet
4. Oral Lab reflection 4. Annotated notes
5. 1 minute summary Exit Slip 5. Exit Slip
Assessment Scale:
Students will be graded based on the grading rubric attached.
Subject Matter/Content:
Prerequisites:
Students will have knowledge of water pollution.
Key Vocabulary:
Water Pollution The pollution of bodies of water, such as lakes, rivers, the oceans, as well as
groundwater. It occurs when pollutants reach these bodies of water, without treatment.
Aeration - Process by which air is circulated through, mixed with or dissolved in a liquid. or
substance.
Coagulation - process of forming semisolid lumps in a liquid
Sedimentation - the phenomenon of sediment or gravel accumulating
Filtration - Process by which impurities or particles are removed from a fluid, either a liquid or
a gas.
Disinfection - to clean (something) especially by using a chemical substance that kills all
germs and bacteria.
Content/Facts:
Water Treatment/Filtration
Aeration
Adds oxygen to the water
Allows other gases to escape from the water
Coagulation
Allows dirt and other solids to chemically stick together into larger particles
This allows the dirt to be removed from the water easier
Sedimentation
Gravity pulls the dirt to the bottom of the container
Filtration
Removes most impurities in the water
Disinfection
Kills any organism left in the water
Uses chemicals to kill the organisms
Introduction/Activating/Launch Strategies:
Show the students polluted water. Have them think-pair-share what would happen if they
drank the water in its current state.
Development/Teaching Approaches
After doing students are done discussing the think-pair-share allow the students to tell the
whole class what them and their partner talked about.
Students should get the fact that drinking the water would make them sick
Does anyone know what in the water makes us sick?
Bacteria and other micro-organisms in the water makes us sick
Today we are going to watch a short video about water filtration
Hand out the Filtration video note sheet
As we watch the video I would like you to fill out the note sheet.
Allow the students to watch the intro of the video located at
https://www3.epa.gov/safewater/kids/flash/flash_filtration.html
Stop the video at the point it says what youll need
Go over the note sheet.
Take time to go over the process and what each step entails.
The steps can be found up in the content area.
Students will now be split up into groups of 4.
They will get lab materials, lab directions, performance rubric, and inquiry worksheet.
Students will be going through a short process of water treatment/filtration.
The lab directions lead them through the process.
When they get to filtration part they will see they will be graded on how clear the
group is able to get the water, the ability for someone to take their work and
replicate what they did, and how well they worked in their group.
As the students are working they will also be filling out an inquiry worksheet.
Students will have 30 minutes today to work and 30 minutes tomorrow.
Timer will be set to keep track of time.
Once the 30 minutes for the first day is up students will take the trays to the closet. They
will start where they left off tomorrow.
After they are done the lab they are to show their finished work to be graded by rubric.
Go around and grade each student with the rubric.
Make notes as the lab is going about how the students are working.
Once the students have been graded allow them to clean up.
Finish the rest of the video for the students to see the process the website took.
As a class discuss the results they got. Did they use the same process?
Students are then write a 1 minute summary about what they learned for the day.
This and the inquiry worksheet should be handed in as an exit slip for the day.
Closure/Summarizing Strategies:
1 minute summary. Students are to write what they learned today.
Accommodations/Differentiation:
Student with dyslexia will be able to have another student in their group help read the lab
directions.
Materials/Resources:
At least 12 liters dirty water, 6 2-liter soda bottles, 6 2-liter soda bottle with top cut off, 6 2-
liter soda bottle with bottom cut off, 6 beakers, container of Alum, 6 containers of fine sand, 6
containers of course sand, 6 containers of small pebbles (aquarium rocks), 30 coffee filters,
rubber bands, spoons, measuring spoons, stop watch, 20 filtration video note sheets, 20 inquiry
worksheets,

Thirstins Water Filtration Lesson


https://www3.epa.gov/safewater/kids/flash/flash_filtration.html

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions


Did the students understand the content I was trying to get across to them?

How can I make this lesson better the next time I do it?

Is there more assessment to be done as the lesson goes on?

Additional reflection/thoughts