KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:

4.5.2.C. Identify how people can reduce population

4.5.2.D. Describe how people can help the environment by reducing, reusing, recycling,
and composting

I. Performance Objectives (Learning Outcomes):
1. Second Grade Students will be able to define air pollution and the effects it has
on our environment by completing an inquiry.

II. Instructional Materials
1. Science Journals
2. BrainPOP video
3. BrainPOP graphic organizer
4. Inquiry data chart
5. Where Does Pollution Come From?
6. Pencils
7. Milk Cartons
8. Pieces of white cloth
9. Petroleum jelly
10. Tape
11. String


III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills:
1. Students will have basic understanding of pollution.
B. Key Vocabulary
1. Air pollution: The contamination of air by smoke and harmful gases

Teacher Candidate: Miss Burkhart & Miss Murphy Date: November 11
th
2014

Cooperating Teacher: Professor Varano Coop. Initials

Group Size: Large (20) Allotted Time 50 minutes Grade Level 2
nd
Grade

Subject or Topic: Air Pollution Section
2. Fossil fuels: Natural fuel formed in the past from remains of living
organisms
3. Greenhouse gases: Harmful gas that heats the environment
4. Acid rain: Rain with high pH level which is bad for the environment
5. Methane: Colorless, odorless, flammable gas

C. Big Idea
1. Students will understand the impact that air pollution has on our
environment through hands on activities and direct instruction.
D. Additional content
1. N/A
IV. Implementation
A. Introduction
1. Yesterday we discussed what pollution is and that there are four types.
Who guess that air pollution was one of those types? Well today were
going to talk about air pollution and do some fun activities to explore air
pollution.
a.) Display air pollution picture on the front board and ask students to
take out their graphic organizer. The teacher will prompt students to
discuss with their table teams any additional details they are noticing
about the picture.

b.) The teacher will ask students to share their responses.

2. Read Book:
a.) The teacher will read pages 5-12.


B. Development
1. Definition Activity (I Do):
a.) The teacher will ask the students based on the book and picture
discussion to define air pollution in their own words; share these
definitions.

b.) The teacher will display the official definition of air pollution on
the board, and the students will record this definition into their
science journals.

2. BrainPOP Air Pollution Video (We Do):
a.) The teacher will play the BrainPOP video for the students once for
enjoyment.
b.) The teacher will distribute the graphic organizer to the students,
and play the BrainPOP video again prompting students to fill out
the graphic organizer as they watch the video.
c.) The teacher will perform a shared writing activity by filling out the
graphic organizer together based on student responses.

3. Inquiry Activity:
a) The teacher will pass out the necessary materials to complete the
inquiry.

b) The students will place a thin layer petroleum jelly in the center
of the cloth.

c) The students will tape in the white cloths in the openings of the
milk carton with the jelly facing in.

d) The students will choose a place to hang their clean air machine
and check on it throughout the week.



C. Closure
1. The teacher will ask students based on the book, video, and introduction
to the inquiry what are some conclusions that we can draw about air
pollution?
a.) The teacher will direct student responses to how it affects living
things, our environment, and the Earth.

D. Accommodations/Differentiation
1. T.J. has a visual impairment. All print on handouts will be made larger
to accommodate him.


E. Assessment/Evaluation Plan
1. Formative: Students will turn in their BrainPOP graphic organizer to
check for understanding evaluated through a checklist. After the inquiry has
been completed students will hand in their inquiry data table.

2. Summative: N/A




V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)


B. Personal Reflection:

1. Were students able to pull out key information about air pollution from the
video?

2. Were students provided with enough examples of air pollution?

VI. Resources (in APA format)
Air pollution. (n.d.). Retrieved October 6, 2014, from BrainPOP
website: http://www.brainpop.com/ science/ourfragileenvironment/airpollution/

Cast, C. V. (1994). Where Does Pollution Come From? Hauppauge: Barron's
Educational Series .
Bibliography
Cast, C. V. (1994). Where Does Pollution Come From? Hauppauge: Barron's Educational
Series .