Teacher Candidate: KristiJoy Fedorowicz Date: __________

Group Size: Whole Class Allotted Time 1 Hour Grade Level: 2nd

Subject or Topic: Science

Common Core/PA Standard: Have you identified integration of multiple content standards?
 Standard - 4.5.2.C Identify how people can reduce pollution.
 Standard - 10.2.2.E1 Identify environmental factors that affect health
 Standard - 4.5.3.C Identify different types of pollution and their sources

Learning Targets/Objectives:

 Students will be able to describe the effects of acid rain on plants by completing the “Observing Plants”
worksheet.
 Students will be able to compare and contrast the effects of air and land pollution by completing the
foldable.
 Students will be able to identify ways in which they can help the environment by writing down their
ideas and placing them into a plastic jar.

Assessment Approaches:

1. Observing Plants Graphic Organizer

2. Foldable
3. Quiz

Evidence:

1. Students will fill out a worksheet that will state what they observed about the plants and why the plants
were different.
2. Throughout the lesson students will individually complete a foldable about the main ideas of the lesson.
3. Students will individually answer 10 questions on a small quiz.

Assessment Scale:

For the quiz, the target for this assessment is 90%

Advanced Proficient Basic Below Basic

The student answered at The student answered 7-8 The student answered The student answered less
least 9 questions questions correctly, 6 questions correctly, than 6 questions correctly,
correctly, resulting in a resulting in a 70-80%. resulting in a 60%. resulting in less than a 60%.
90%.

Subject Matter/Content:
  Prerequisite skills/vocabulary needed to be successful
o Renewable resource
 any natural resource that can replenish itself naturally over time, as wood or solar energy;
also called renewable energy, [ renewable energy resource ], renewable natural resource
o Nonrenewable resource
 any natural resource from the Earth that exists in limited supply and cannot be replaced if
it is used up; also, any natural resource that cannot be replenished by natural means at the
same rates that it is consumed
o Landfill
 places that trash is sent to. Landfills usually keep pollutants out of the ground.
 New Key Vocabulary specifically needed for this lesson
o Pollution- waste that harms air, water, or land and when people make pollution, they harm
natural resources.
o Litter- trash that people do not put in the trash can.
o Acid Rain- polluted air that mixes with rain and falls back onto the earth.
o Endangered- an animal species that is in danger of dying out.
o Reduce- lessening how much we use something.
o Reuse- using items again.
o Recycle- putting glass, paper, and plastic into a separate bin so they can become new again.
Facts/Content covered in this lesson
 What causes air pollution
o Fumes from cars and factories.
 What causes land pollution
o When people litter.
 How does air pollution effect humans and animals
o It harms lungs, which can make it hard to breathe.
 How does land pollution effect animals and plants
o The litter can block sunlight from plants and make animals sick if they eat it.
 How can air pollution become land pollution
o The polluted air can mix with the rain which can cause acid rain and destroy plants.
 How can humans protect the earth from pollution
o Reduce, reuse, and recycle.

Implementation:

Introduction
 Display slide 1 of the PowerPoint, which is a picture of a car releasing fumes. (5 minutes)
o Tell the students to observe the picture
o Ask what is polluting the air?
o Ask how could this harm living things such as plants, animals, and humans?
 Do not tell the students the correct answer just yet, allow the students to learn about these
questions during the lesson.
 Essential Question: Why should students be able to know what causes pollution and how people can
help the earth?
 “Today we will explore what causes pollution and how we can reduce pollution.”

Development

 Display slide 2 of the PowerPoint, explain that pollution is waste that harms air, water, or land and when
people make pollution, they harm natural resources. Pollution has a huge impact on the world because it
can harm living things such as humans, animals, and plants.
 Tell the students that they are about to see how pollution can impact a plant and hand out the worksheet
titled “Observing Plants”. (5 minutes)
 Place two plants on the front table where every student can see them, explain that one plant was sprayed
with plain water and the other was sprayed with vinegar. (5 minutes)
o Tell the students to observe the plants. Ask the students: what do they notice that’s different,
which plant do they think was sprayed with the vinegar, what do they think the vinegar
represents?
o Instruct the students to have a discussion in their table groups about their observations and fill
out the worksheet titled “Observing Plants”.
o Each group will tell the entire class what they observed and what they think the vinegar
represents.
 Hand out a foldable
 Instruct the students to complete the foldable as you present the next few slides, also advise them to
think about the questions that were asked about the picture of the car and their observations of the
plants. Were their answers correct?
 Display slide 3 of the PowerPoint. Explain that smoke and fumes from factories and cars cause air
pollution, which makes the air dirty. When the air that we breathe is dirty, it can harm our lungs and
make it hard for us to breathe. Air pollution doesn’t just effect humans, it can hurt plants and animals as
well. Some pollutants go into the air, mix with rain, and fall back to the Earth as acid rain. (5 minutes)
o Tell the students to now fill out the right side of their “Observing Plants” worksheet.
o As the students are completing the worksheet, the teacher should meet with each table group and
briefly discuss the plants.
 Once all students have completed their “Observing Plants” worksheet, display slide 4, ask the students if
they remember what a landfill is and if they do, raise their hand. Call on a student and have them explain
what a landfill is. (5 minutes)
o Tell the students that the definition of litter is trash that people do not put in the trash can.
Instruct the students to talk to their table group and discuss a place where they have seen litter
and what it was.
o Ask for a representative from each group to share their group’s findings.
o Tell the students that litter is an example of land pollution because plants may get covered by
litter and will not get the light that they need to make food. Litter also harms animals because
they can get trapped by the litter or eat the litter, which will make them sick.
o When people do the right thing by putting trash in the trash can, the trash will be taken to a
landfill.
 Display slide 5, review the big ideas of the lesson thus far. (5 minutes)
o Smoke from factories can cause air pollution, which can harm humans and animals lungs and can
cause acid rain.
o Trash that is left on the ground is called litter, which can make animals sick and block plants
from the sunlight.
o Animals can become endangered if we keep polluting the world. When an animal species
becomes endangered, it means that it is in danger of dying out.
 Ask the students how they think that humans can reduce pollution. Instruct them to first discuss with
their groups and then come up to the chalkboard and write down their ideas and add ideas if necessary.
(10 minutes)
o The teacher will then say everything that is written on the board and circle the phrase if it is an
accurate way to reduce pollution. Examples may be: recycling (plastic containers, soda cans,
boxes, newspaper), reusing (refillable water bottle instead of plastic, reusable grocery bags,
reusable lunch boxes), planting new trees, use less gas (walk, ride bike), etc.
 Display slide 6, explain that we can help the environment by reusing, reducing, and recycling. (5
minutes)
 o Reusing is when we use items again so we don’t waste the natural resources or the items are
littered the ground, causing land pollution.
o Reducing is when lessen how much we use something. For example, not using cars as much can
limit air pollution and save natural resources. By riding bikes and walking, instead of using cars,
we can protect the environment.
o Recycling is when materials such as paper, plastic, and glass are made new again. Ask the
students to raise their hand if they recycle at home.
 Hand a small piece of paper to each student. Instruct them to write a way that they will either reuse,
reduce, or recycle this year and place it into a plastic jar. Tell the students that over the next few weeks,
the teacher will pick a paper out of the jar and share it with the class to remind everyone how important
it is to protect our planet. (5 minutes)

Closure
 Hand each student a quiz and instruct them to complete it as best as they can. (10 minutes)
 When every student has handed in their quiz, remind them it is important to keep earth clean and that
next class we will be playing “Jeopardy” as a review game for the unit test.

Accommodations/Differentiation:
 Student A has a visual impairment. To accommodate, on Student A’s worksheets and quiz, increase
size of text by at least 5x of the original text.

Materials/Resources:

 PowerPoint
 Two plants (One sprayed with water, one sprayed with vinegar)
 Foldable
 Observing Plants Worksheet
 Quiz
 Plastic Jar
 Index Cards cut in half
 Crayons/Colored Pencils
 Jones, Robert M, and Harcourt Brace & Company. Harcourt Science. Orlando : Harcourt School
Publishers, 2002

Reflective Response:

Report of Student Learning Target/Objectives Proficiency Levels

Reflect after lesson is taught
Includes remediation for students who fail to meet acceptable level of achievement

Remediation Plan (if applicable)

Personal Reflection

Questions, written before lesson is taught, pertaining to YOUR GROWTH as a teacher. Consider
setting goals/focus to enhance your growth.

Additional reflection/thoughts can also be included.

 Resources

Jones, R., & Harcourt Brace & Company. (2002). Harcourt science. Orlando: Harcourt School.
 Name: ________________________________________ Date: ______________

Observing Plants

1. Draw the two plants in the boxes below

Plant A Plant B
2. When observing the plant, write your predictions on the left
side. As you learn about the plants, write down what you’ve
learned on the right side.
Predictions
What is the difference
between plant A and plant B?
_________________________
_________________________
Which plant do you think was
sprayed with water? _______
________________________
Which plant do you think was
sprayed with vinegar? ______
________________________
What do you think the vinegar
represents? ______________
________________________
How do you think pollution
causes a difference between
the 2 plants? _____________
________________________
________________________
________________________
What You Learned
Which plant was sprayed with
water? __________________
________________________
Which plant was sprayed with
vinegar? ________________
________________________
What does the vinegar
represent? _______________
________________________
How does pollution cause a
difference between the two
plants? _________________
________________________
________________________
________________________
How can you help plants stay
healthy? ________________
________________________
________________________
________________________
________________________
 What is pollution?

What causes pollution?

How does pollution effect

plants, animals, and
humans?

What is acid rain?

How can we prevent

pollution?
 Name: __________________________________________ Date: ______________

Impact of Pollution Quiz

Matching

Directions: Match the vocabulary word in column A with the definition in column B. Write the letter of the definition
that defines the vocabulary word on the line next to each number. Each definition in column B will be used once.

Column A Column B

____ 1. Pollution A. Polluted air that mixes with rain and falls back onto the earth.

____ 2. Acid Rain B. Places that trash is sent to.

____ 3. Landfill C. Waste that harms air, water, or land.

____ 4. Litter D. Separating glass, paper, and plastic so they can become new.

____ 5. Recycle E. Trash that people do not put into a trash can.

True or False

Directions: For each statement, circle either true or false.

1. An endangered animal is species that is in danger of dying out. True False

2. Air pollution impacts humans by making it easier to breathe. True False

Fill in the Blank

Directions: Complete the statement by filling in the blank with the correct word.

1. Litter can block sunlight from ____________________.

2. Humans can protect the earth from pollution by reusing, reducing, and ____________________.

3. Smoke and fumes from factories and cars cause ________________ pollution.