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Hfitzwater Pollution UBD Unit
Hfitzwater Pollution UBD Unit
Subject: Science
Topic: Pollution
rd
Grade: 3
Stage 1-Desired Results
Established Goals
S3L2: Students will recognize the effects of pollution and humans on the
environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants
and animals
b. Identify ways to protect the environment
1. Conservation of resources
2. Recycling of materials
S3L1 Students will investigate the habitats of different organisms and the
dependence of organisms on their habitat.
d. Explain what will happen to an organism if the habitat is changed.
Understandings
Students will understand that …
Knowledge Skills
Students will know… Students will be able to…
Conservation methods
Myths or Misconceptions:
Recycling costs more than the benefits it provides to our environment.
Recycling takes too much time and effort.
Hazardous waste in small quantities does not affect the environment.
The effort of one person at a time to curb pollution does not make a real difference.
Week 1 Pollution and Vocabulary (E)
Conservation Pollution
Essential Questions(W) Conservation
• What effect does Natural Resources
pollution have on Reducing
the environment?
• How might
pollution in a land Knowledge: causes and
habitat affect a types of pollution
water habitat or
vice versa? Conservation methods
• How does pollution
affect the health of Human effect on habitats
humans?
Skills: identify and begin
• How can recycling things in their
ecosystems be
everyday lives
conserved?
• What are the Create new ways to reuse
different types of materials
pollution?
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
1. Show pictures of 1.Review essential 1. Review questions and 1. How can ecosystems be
Pollution in your county on questions and vocabulary vocabulary (R) conserved? (W) 1. Students will
the Smart Board and get a that are listed above (W Vocabulary: Conservation present the results of
reaction from the students. and E) 2. Play this memory game Performance Task #1
(H) 2.Show vodcast of Causes on the Smart Board 2. Show (R,T)
2. Pretest to determine of Pollution to determine the top Conservation/Reducing
background knowledge of three types of litter. Vodcast (W)
pollution, recycling, reuse 3. Use the following Georgia Litter Control
and conservation (E) websites to discuss the http://www.litteritcostsyo Additional Conservation
3. Show vodcast reviewing three different types of u.org/playCards.aspx (R, Resources: 2. Introduce
the habitats of Georgia. pollution, human health, H) The Energy Story: Performance Task #2
After the presentation, and environmental effects Saving Energy and and assign (W,Eq,T)
3.Read pp. 130-133 in
review what an ecosystem of pollution. Energy Conservation can
interactive textbook
is in relation to a habitat. The first site is Third be accessed at 3. If time allows in
(ADHD and slower readers
Then remind them that the Grade Science http://www.energyquest.ca. class, continue
will use this text while the
environment includes it all http://fitzwater.awardspace. gov/story/chapter19.html or Conservation Projects
others will read the same
including the air. biz/pollution.html (E) printed for students to read
section in their hardback
on their own or with a
textbook that is written
3. Essential Questions (W) Tiki the Penguin partner. Some students
more on third grade level)
• What effect does http://tiki.oneworld.net/pollu may need this read to
and work on
pollution have on tion/pollution4.html (E) them. This could be
questions(Eq)
the environment? accomplished by the
• How might teacher reading it to the
http://tiki.oneworld.net/glob 4. Ticket out the Door-
pollution in a land small group or a peer
al_warming/climate3.html students will record an
habitat affect a assisting them. (Eq, T)
(E) answer to at least two of
water habitat or 4. Cause and Effect chart of the essential questions
vice versa? 3. Read The Lorax to the
examples of pollution and (slower learners will
• How does pollution students and discuss the
the effect on the answer one while the
affect the health of effects of deforestation and
environment. This will be others will need to answer
humans? conservation methods that
completed on large chart 2-3). (R)
• How do people should take place to protect
paper in group of 2-4 or
affect ecosystems? our forests and natural
independently on the
4. Vocabulary (E) resources or watch the
worksheet (R,T) 5. Homework:
Pollution video
Performance Task #1
http://www.fanpop.com/spot
5. Homework: Performance (Eq,T)
***Student textbooks are available in hardback and the interactive version (Georgia Science Grade Three by Houghton Mifflin
copyright 2009) which is a consumable text that has questions and activities to complete as the students read to reinforce
comprehension. It is also written in a more simplified version which tends to be at a lower reading level than the hardback
textbooks. It also does not have all of the experiments and extra activities that the textbook would have which helps keep some
of the struggling readers more focused on the content and not as overwhelmed. It is a great resource for students to take home
and get additional help with reading for information. At the third grade level, the students still tend to have difficulty inferencing
and finding information in a nonfiction text.
Name_________________________________
Pollution Pre-Test
1. __________________ material is material that has been broken down in a compost pile.
a. pollution
b. decayed
c. wood
Recyclable
Non-recyclable
Materials
Materials
11. What are the three different types of pollution? _____________________, ______________________,
and________________________________
15. A ____________________________is an organism that breaks down remains of dead organisms or materials
that are made from once-living things.
a. pollutant
b. decomposer
c. biodegradable
16. Trash that is thrown on the ground or in the water is known as ________________________.
a. pollution
b. hazardous waste
c. fertilizers
a. non-biodegradable
b. biodegradable
c. decomposer
18. Collecting materials, processing them, and making them into something new is the process known as
_______________________.
a. decomposer
b. recycling
c. reuse
19. Finding a new use for something that would normally go into the trash is known as _______________.
a. recycling
b. reuse
c. pollutant
20. Decayed material from once-living things that is used to enrich the soil is _______________________.
a. trash
b. compost
c. decomposer
21. Protecting our natural resources and not using too much at a time ______________________________.
a. preservation
b. conservation
c. reuse
a. habitat
b. ecosystem
c. environment
Performance Task #1 (beginning of week 1 or just prior to the unit)
You have been hired by the mayor of your town to conduct research on pollution in your area. It will be your job to report back
what types of pollution you saw over a three to five day period. As you are driving in a car, observe pollution in your town and
record your findings. You are encouraged to include photographs or drawings of what you saw. If possible, record the location of
where this pollution was noticed. Remember to not enter private property or go without an adult. It may be possible for you to
complete this task in your own neighborhood.
This is an opportunity for you to find out what types of pollution are in your area and respond. After you have completed the log,
please include at least one written paragraph about the sources of pollution in your community. Be sure to include what
problems to the habitat might occur or are occurring due to the pollution? Why might someone have decided to pollute the area?
Could there be a good reason why this might have occurred?
**Struggling students that have difficulty constructing sentences and/or paragraphs may orally explain to the teacher the
answers to the questions or present their findings in a video format. Advanced students may choose to present their material in
more of a written report including information they gained from contacting someone at the county level about our pollution in
Camden County. This could be accompanied by a video presentation of their findings along with a log.
Performance Task #1 Rubric
Category Excellent 4 Good 3 Satisfactory 2 Does Not Meet 1
Log The log is The log has at The log has at The log has 2 or
complete and has least 5 different least 3 different less examples of
at least 7 examples of examples of pollution.
different entries. pollution. pollution.
Students may
choose to present
in video format
(same rubric
would apply they Self Assessment of
would need to Pollution Log Task
include the same
number of events Log includes
at least 7 complete
for each)
entries
Summary The summary Explains the Gives little detail Incomplete
Pictures/Illus
thoroughly process used to about the process summary that
trations are
explains the gather pollution used to gather does not include included for at
pollution that was data and what the data and the the information least half of the
discovered and pollution was data that was that is required. entries.
the process used found. Includes a found. No
I included
to gather the basic hypothesis hypothesis was
data I discovered
data. It also about what may included about about pollution.
includes a happen to the the effects of the
hypothesis about environment due pollution on the I explained
what may to the pollution environment. the process used
happen to the to obtain the data.
Alternate environment due
Summary to the pollution. Student explains The student gives
The student
I included a hypothesis about what problems the pollution may cause to the environment or the problems that are
already occurring.
Thorough explanation of what the student learned about recycling during this project.
Examples of items that have been recycled including any new revelations of items that are
recyclable.
Level 3
Explains changes (if any) of behaviors about recycling that have taken place in their home
Level 2
Level 1
Amount of recyclable materials versus the amount of trash produced is not recorded
Examples of items that were recycled
___________The amount of recyclables versus the amount of trash produced is recorded or illustrated through drawings or pictures
in my log.
___________I explained the changes of behaviors about recycling that have taken place in my home or discussed how we have
always recycled in our home.
___________The amount of time or money that it costs me to recycle are included or I noted that it did not cost me any time or
money.
Include information that you have learned throughout the unit and resources you have found online. In your
presentation, you should include the amount of trash versus the amount of recycling that takes place in your town
(county). This should be available online or by contacting your local landfill and recycling center. They may even offer
tours which will help you understand the severity of the problem. Along with that information, you need to be sure to
include the materials that can be recycled and how you are implementing this in your home. Include the differences
between biodegradable and non-biodegradable materials. In many communities, yard waste is handled through a
separate truck or company. You may want to find out if anything like that takes place in your area. Be sure to show
how recycling will conserve our land. Be prepared for opposition to your ideas from the community. (facet 1, facet 2,
facet 3, facet 4 and facet 5)
Goal: Your goal is to determine the challenges faced by the local landfill in your community.
Role: It is up to you to provide some solutions and ways the people of the community can help to improve the
situation. You will be creating a power point or commercial showing the problems as well as possible solutions.
Audience: The audience will be members of the board at the landfill, members of the community, and your
classmates.
Situation: This project involves you presenting to members of the community that may not be open to hearing
your ideas on helping to improve the situation at the landfill. Your study will determine the problems faced by
the landfill and ways that you feel the situation at the landfill can be improved with the help of the community.
Product: You will design a power point, commercial, or booklet that shows some ways you personally can
improve the situation at the landfill. Include some misconceptions people may have about recycling and provide
some statistics of how much garbage is produced in your town (county) alone versus how much is being
recycled.
Standards: Review the self-assessment as well as the scoring rubric to make sure all of the elements have been
included in your presentation. Test out your presentation on a friend or family member prior to submitting it to
be scored.
Scoring
Rubric for
Performance
Assessment
#3
Category Excellent 4 Good 3 Satisfactory Does not
2 meet 1
Information Facts and Facts and Few facts or No real facts
content are content are some of the are included.
correct. The accurate. information is
presentation not correct.
includes more
information
than what
was required.
Details Problems Necessary Few details No details or
faced by details were were included little details
landfills are included to about the were given.
addressed. understand problems
Recycling was
Extra the faced by the
not addressed.
examples of problems landfill.
how we can faced by the Recyclable
each make a landfill. materials were
difference Recyclable not properly
were materials identified.
included. were
Recyclable identified.
materials
were
addressed
and
identified.
Presentation The booklet The book The text and The booklet
was neatly was neat or illustrations was
(booklet) and creatively and included were not incomplete
constructed. some completed and/or difficult
It included illustrations. neatly. The to read.
illustrations overall project
or lacked
photographs creativity.
of pollution,
recycling, and
landfills.
Feedback:
Details
Presentation
Power Point
Commercial
Booklet
Name_____________________________________
Conservation Project
Directions: You may choose one of the following assignments to complete the conservation project. It is your job to show ways to
conserve our natural resources.
Narration: Write an ad Research: Research History: Research how Aesthetic: Focus on Plan: Focus on ways
convincing the readers online and find statistics the conservation the ways that not you can impact the
to conserve 1 or more about how much of our movement got started conserving effects how conservation of our
natural resources. The natural resources are and how has it changed the area looks and how natural resources. You
ad should contain being used each year the habits of people. Be conservation can make will develop a plan and
examples on what the and how much we can sure to include an area look better. You present it through a
readers can do to save by making an conservation methods may want to choose a poster, power point, or
conserve the resources. effort to conserve that and which natural community in our area commercial to the class.
specific resource(s). resources are being or a specific location
conserved. you are personally
aware of in the state of
Georgia. You may also
want to show how it can
affect our health. The
project will be
presented through a
poster.
Ticket out the Ticket out the
Door Door
(Questions and/or instructions will be posted for the
students each time this activity is used.)
Directions: You will need to include at least 4 recyclable and 4 non-recyclable products to get a score of a 3. If you want to get a
4, you will need at least 6 in each area and they must be correct.
Recyclable
Non-Recyclable
Name_________________________________________
Directions: You may choose one of the following projects for your reuse project. Read each of them carefully and
discuss your choices with the teacher.
Narrative: Compose a Research: You will find a History: You will research Aesthetic: Decide on a Plan: You will create
journal entry about a reuse for one of the items online how products have reuse of a product that will something from the
reuse idea of a particular at your table and research been reused and the be used for decoration or “trash” at your table that
item that is in the center how much money will be impact it has made over in a way that it is can be demonstrated or
of your table group. saved by reusing this item time. providing something modeled for the class to
Explain how the item will in the way you have appealing for you to see. see. You should try to
be reused in another way determined for it to be reuse more than one item.
and you may choose to used.
include an illustration.
Pollution Test Name_____________________
1. What is decayed material that is used to give nutrients to the soil called and how does it decay?
3. Complete the chart below with examples of biodegradable and non-biodegradable materials.
Biodegradable Non-biodegradable
4. Explain how hazardous waste and litter are alike and different. Give at least one way they are the same and one
way they are different.
8. & 9.
Recyclable
Non-recyclable
Materials
Materials
10. Based on what you have learned in class and through your research for the performance tasks, explain the importance of
recycling, conserving our land, and maintaining our landfills. Also include reasons to downplay the perspective of someone not
wanting to waste their time on recycling.
11. What are the three different types of pollution? _____________________, ______________________,
and________________________________
14. Give at least three examples of how humans do not conserve our natural resources.
15. Explain three examples of how people are making efforts to conserve the natural resources.
Vocabulary Section
16. A ____________________________is an organism that breaks down remains of dead organisms or materials
that are made from once-living things.
17. Trash that is thrown on the ground or in the water is known as ________________________.
19. Collecting materials, processing them, and making them into something new is the process known as
_______________________.
20. Finding a new use for something that would normally go into the trash is known as _______________.
21. Decayed material from once-living things that is used to enrich the soil is _______________________.
22. Protecting our natural resources and not using too much at a time ______________________________.
23. An______________________________ is all the living and nonliving things that surround an organism.
25. An _________________________ is a system of all the living and nonliving things that exist and interact in one
place.
26. What have you learned throughout the tasks and the information presented in class about pollution and
your community?
Additional Resources for Students and Teachers –some for teacher background knowledge and some that has
resources for students and teachers
http://www.energyquest.ca.gov/story/chapter19.html
Pictures and information on how energy can be conserved is addressed on this site.
Litter in Georgia
http://www.litteritcostsyou.org/
This site gives factual information about what it does cost us for the littering across the state. There are fun interactive games for the kids. There is also
information for teachers to use in the classroom with links to special programs or challenges that are available. This particular site also tells what the
punishments are for littering in the state.
http://www.stmarysearthkeepers.com/recycling.html
This site will assist students living in St. Marys, GA with determining what is recyclable in our area. It also keeps us up to date on
what our EarthKeepers group is doing to keep the Go Green challenge alive.
http://tiki.oneworld.net/pollution/pollution4.html
This site explores the different types of pollution and is kid friendly. They will enjoy following Tiki on the adventures while learning about Pollution.
Wastebuster
http://www.wastebuster.co.uk/kids/
This site has incredible adventures or not so adventures in a landfill. It is very entertaining and gets its point across. Along with
the kids portion,
http://www.dca.state.ga.us/environmental/kgb/recycling_in_ga.html
http://www.dca.state.ga.us/environmental/kgb/education.html
http://www.georgiaconservancy.org/mothersandothers/airpollutioningeorgia.htm
This site gives a report of a study that was conducted on air pollution. It claims our air is really unsafe in 50% of the areas. Many
of us are living in areas where the air quality is below what it should be to be considered safe.