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3rd Grade Integrated Science and Language Arts Lesson Plan The Effects of Pollution on Animals and their Habitat

Lesson Plan Created by Carin Jordan

A. IDENTIFY/REFERENCE NATIONAL, STATE PERFORMANCE (OR QCC), LOCAL

CURRICULUM STANDARDS:

Language Arts Standards:

ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

ELACC3W7: Conduct short research projects that build knowledge about a topic.

ELACC3W8: Recall information from experience or gather information from print and digital sources; take

brief notes on sources and sort evidence into provided categories

Georgia State and Local Performance Science Standards

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. SPECIFY ESSENTIALCONTENT/OBJECTIVES:

Knowledge:

Students will:

Demonstrate an understanding of the effects of pollution on animals and their habitat.

Skills:

Students will read books provided and/or visit interactive computer websites to research the effects of

pollution on animals and their habitats. To document what they have researched, each group will fill in their

assigned graphic organizer noting the effects of pollution on animals and their habitats. The graphic

organizers are differentiated by group and groups will have a choice between one of two types of pollution to

research.

Students will individually reflect on what was learned about the effects of pollution on animals and their

habitats through a journal entry, poster or PowerPoint presentation.

Enduring Understanding:

There are harmful effects of pollution on animals and their habitats.

Essential Question:

What are the effects of pollution on animals and their habitats?

C. COLLECT A VARIETY OF MATERIALS/RESOURCES FOR STUDENT USE:

Pre-Assessment (See Attachment)

Video: Created specifically for lesson plan: https://www.youtube.com/watch?v=wdLWbRzB0vc

Selected Texts on Pollution:

General

o Earth Watch: Wildlife in Danger by Sally Morgan

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o Your environment: Text on Two Levels by Cindy Leaney

Air Pollution

o Air Pollution by Rhonda Lucas Donald

o Conservation and Pollution by Troll Associates

Acid Rain

o Earth Watch: Acid Rain by Sally Morgan

o Acid Rain by Sally Morgan

Water Pollution

o Coping with Plastic Trash by Jamie Daniel

o Water Pollution by Rhonda Lucas Donald

o Seas and Oceans by Clint Twist

o Water Pollution by Darlene Stille

Oil Spill Pollution

o Scholastic: The BP Oil Spill

o The Exxon Valdez’s Deadly Oil Spill by Linda Ward Beech

o Oil Spill! Disaster in the Gulf of Mexico by Elaine Landau

o Oil Spill by Melvin Berger

o Our Planet in Peril: Oil Spills by Jillian Powell

List of interactive websites on pollution:

General

o Britannica School Edition, Pollution General Article: http://www.school.eb.com.proxygsu-sche.galileo.usg.edu/elementary/article?articleId=353650&query=pollution&ct=null

Light Pollution

o New Jersey's Light Pollution Harming Habitats of State's Wildlife: http://web.ebscohost.com/srck5/detail?vid=16&sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=nfh&AN=2W62836952413

o Lights Out for Turtles http://web.ebscohost.com/srck5/detail?sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&vid=8&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=prh&AN=24832861 Noise Pollution

o Human noise may distract animals http://web.ebscohost.com/srck5/detail?sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&vid=11&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=mih&AN=48505735

o Whales drowned out by pollution http://web.ebscohost.com/srck5/detail?sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&vid=9&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=nfh&AN=2008091310376573

17

Air Pollution

o BLOOM TIME A BUST FOR POLLINATORS http://web.ebscohost.com/srck5/detail?vid=11&sid=67c63e45-2b91-4b2a-a03a-f167a60427c5%40sessionmgr115&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=mih&AN=33382238

o Tree Frogs in Danger http://web.ebscohost.com/srck5/detail?vid=15&sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=ndh&AN=5

2869268 Acid Rain

o Britannica School Edition, Acid Rain: http://www.school.eb.com.proxygsu-sche.galileo.usg.edu/elementary/article?articleId=352700&query=acid%20rain&ct=null

o Acid Rain: http://ga.water.usgs.gov/edu/acidrain.html

Water Pollution

o Water Pollution: http://kids.niehs.nih.gov/explore/pollute/riverstream.htm

o What Is Pollution? http://web.ebscohost.com/srck5/detail?sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&vid=16&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=mih&AN=38017705

Oil Spill Pollution

o Saved from the Oil. http://web.ebscohost.com/srck5/detail?vid=12&sid=67c63e45-2b91-4b2a-a03a-

f167a60427c5%40sessionmgr115&hid=123&bdata=JnNpdGU9c3JjazUtbGl2ZQ%3d%3d#db=prh&AN=54630277 o FOR KIDS: A Grim Future for Some Killer Whales. http://web.ebscohost.com/srck5/results?sid=67c63e45-2b91-

4b2a-a03a-

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f167a60427c5%40sessionmgr115&vid=13&hid=123&bquery=oil+AND+spill&bdata=JmNsaTA9RlQmY2x2MD1ZJnR5cGU9MCZz

aXRlPXNyY2s1LWxpdmU%3d

Differentiated Graphic Organizer (See Attachment.)

Student Applied Practice Choice Handout (See Attachment.)

Access to computer lab, classroom computers, or mobile laptop cart.

Journal Entry Log Sheets

Tag board, Drawing Paper, Markers, Crayons

Assessment Rubric for Collection of Post-Assessment Data

D. ACTIVATE AND PRE-ASSESS STUDENT PRIOR KNOWLEDGE:

Pre-Assessment of Prior Knowledge:

On the day before the lesson, explain to the students, “We are going to learn about the effects of pollution on

animals. Before we begin our lesson on Monday, I want to check the knowledge you already have about the

effects of pollution on animals.”

Distribute the pre-assessment handout (see attachment) and allow students time to write down their responses.

The information gathered from the pre-assessment as well as teacher knowledge of students will allow teacher to

group the students into one of three groups: Group A, B, and C.

Activation of Prior Knowledge:

On the day of the lesson, pass out the pre-assessment handouts that students completed during the prior class

period. Explain to the students that they will be viewing a video pertaining to the effects of pollution on animals

and that they may use a different color to edit their pre-assessment handout as desired.

E. PROVIDE FOR NEW KNOWLEDGE ACQUISITION:

Students will be placed in one of three groups: A (high), B (middle), or C (low). They will use texts provided

and/or visit interactive computer websites to research the effects of pollution on animals and their habitats. To

document what they have researched, each student will fill in their assigned graphic organizer noting the effects of

pollution on animals and their habitats.

Students in group A will have the choice to research either noise or light pollution. Students in group B will have

the choice to research either acid rain or air pollution. Students in group C will have the choice to research either

oil spill pollution or pollution caused by trash in the water.

Students in all groups (A, B, and C) will answer the following questions in their graphic organizer:

What is the type of pollution? [Addressing Blooms Taxonomy Level 1: Knowledge]

What is the source of pollution? [Addressing Blooms Taxonomy Level 1: Knowledge]

Identify one animal affected by the pollution. [Addressing Blooms Taxonomy Level 1: Knowledge]

Describe the effects of the pollution on the animal and its habitat. [Addressing Blooms Taxonomy Level 2:

Comprehension]

The middle level group (B) and the high level group (A) will additionally include:

What examples can you find of solutions to reduce this type of pollution in the future? [Addressing

Blooms Taxonomy Level 3: Application]

The high level group (A) will additionally research the question:

Can you identify another animal affected by this type of pollution? [Addressing Blooms Taxonomy Level

1: Analysis]

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As students work with their team members, teacher will monitor and give assistance as needed. Informally

interview each team of students about their research project as they are working. Ask the following questions:

What has your team learned thus far about effects of pollution on animals and their habitats? What has

interested you the most? Why? What would you like to learn more about? Why? Use this informal group

interview to evaluate whether students are ready for the post-assessment activity. When each team has completed

the project, allow the teams to share their findings and their finished product with the class. Conclude the activity

with a discussion about what lessons American citizens can learn about pollution.

Ongoing Assessment: Use the Graphic Organizer to continue assessment of student participation in class

activities. (See attached Graphic Organizer.)

F. ADJUST ASSIGNMENTS FOR STUDENT APPLIED PRACTICE:

Each student will individually reflect on what was learned about the effects of pollution on animals and their

habitats through a journal entry, poster or PowerPoint slide show. Students will use the information collected in

their graphic organizers to complete their chosen projects and may add additional information if desired. Students

are expected to include information from each of the columns in their respective graphic organizers.

Students will choose one of the following projects:

Journal Entry: Students will write a journal entry detailing their research about the effects of pollution on

animals and their habitats with a minimum of 3 paragraphs. Illustrations may be added if desired.

PowerPoint Presentation: Students will create a PowerPoint presentation about their research about the

effects of pollution on animals and their habitats. They must remember to cite sources for any

photographs used from the internet.

Poster: Students will create a poster illustrating your research about the effects of pollution on animals

and their habitats. Students should label all key elements in your poster and include a minimum of 5

sentences explaining their research.

G. CONDUCT POST-ASSESSMENT FOR STUDENTS TO DEMONSTRATE KNOWLEDGE AND

COMPETENCIES:

The journal entry, poster, or PowerPoint presentation will be assessed with a Post-Assessment Rubric. (See

attached rubric.)

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Lesson Attachments

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ACTIVATION OF STUDENT KNOWLEDGE:

“Pollution Movie” https://www.youtube.com/watch?v=wdLWbRzB0vc

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What is the type

of pollution?

What is the

source of

pollution?

Identify one

animal affected

by this pollution.

Describe the effects of

the pollution on the

animal and its habitat.

What examples

can you find of

solutions to

reduce this type

of pollution in the

future?

Can you identify

another animal

affected by this

type of pollution?

Provision for New Knowledge Acquisition:

Use books provided or the internet to research an animal and fill out the graphic organizer below.

Group A:

Noise pollution

Light pollution

Group B:

Air pollution

Acid Rain pollution

Group C:

Water pollution: oil spills

Water pollution: trash in the water

Blooms

Taxonomy:

Level 1:

Knowledge

A B C Blooms

Taxonomy:

Level 1:

Knowledge

A B C Blooms

Taxonomy:

Level 1:

Knowledge

A B C Blooms

Taxonomy:

Level 2:

Comprehension

A B C Blooms

Taxonomy:

Level 3:

Application

A B Blooms

Taxonomy:

Level 4:

Analysis

A

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Group A:

Use books provided or the internet to research the effects of either noise or

light pollution on an animal, then fill out the graphic organizer below.

Choose either: Light or Noise Pollution

What is the type

of pollution?

What is the

source of

pollution?

Identify one

animal affected

by this pollution.

Describe the effects of

the pollution on the

animal and its habitat.

What examples

can you find of

solutions to

reduce this type

of pollution in the

future?

Can you identify

another animal

affected by this

type of pollution?

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What is the type

of pollution?

Choose either

- Air Pollution

- Acid Rain

What is the

source of

pollution?

Identify one

animal affected

by this pollution.

Describe the effects of the

pollution on the animal and

its habitat.

What examples can you find

of solutions to reduce this

type of pollution in the

future?

Group B:

Use books provided or the internet to research the effects of either air

pollution or acid rain on an animal, then fill out the graphic organizer.

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Group C:

Use books provided or the internet to research the effects of water pollution

(oil spill or trash in the water) on an animal, then fill out the graphic

organizer.

What is the type

of pollution?

Choose either

Water Pollution –

Oil spill or trash

in the water

What is the

source of

pollution?

Identify one animal affected by

this pollution.

Describe the effects of the pollution on the

animal and its habitat.

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Student Applied Practice:

Effects of Pollution on Animals & Their Habitats

Using the information collected in your graphic organizer, choose one of the following options to document your learning about the effects of pollution on animals and their habitats.

Journal Entry

Write a journal entry detailing your research about the effects of pollution on animals and their habitats. Please write a minimum of 3 paragraphs. Include the information collected from all of the columns that were included in your graphic organizer. You may add illustrations if desired.

PowerPoint Presentation

Create a PowerPoint presentation about your research about the effects of pollution on animals and their habitats. Include the information collected from all of the columns that were included in your graphic organizer. Be sure to cite your source for any photographs used from the internet!

Poster

Create a poster illustrating your research about the effects of pollution on animals and their habitats. Include the information collected from all of the columns that were included in your graphic organizer. Label all key elements in your poster and include a minimum of 5 sentences explaining your research.

Include the information collected from all of the columns that were included in your graphic organizer. (You may choose to add additional information to your project!) Be sure to check the rubric to ensure you meet or exceed all requirements.

Sourc

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Integrated Science and Language Arts Lesson Plan: Effects of Pollution on Animals and their Habitat

Student: _________________________________________ Date:_______________________

Score:__________

Category Exceeds

Expectations

18-20 points

Meets

Expectations

15-17

Does not meet

Expectations

<15 points

Understands text Demonstrates a strong

understanding of the

text on the effects of

pollution on animals

and their habitat.

Demonstrates a

general understanding

of the text on the

effects of pollution on

animals and their

habitat.

Demonstrates a

limited understanding

of the text on the

effects of pollution on

animals and their

habitat.

Research Demonstrates a strong

ability to gather

research from print

and digital sources

and recall information

in an organized

sequence.

Demonstrates a

general ability to

gather research from

print and digital

sources and recall

information in an

organized sequence.

Demonstrates a

limited ability to

gather research from

print and digital

sources and recall

information in an

organized sequence.

Knowledge / Content

recall

Journal entry / poster /

power point

demonstrates a strong

explanation of sources

and effects of

pollution.

Journal entry / poster /

power point

demonstrates a

general explanation of

sources and effects of

pollution.

Journal entry / poster /

power point

demonstrates a limited

explanation of sources

and effects of

pollution.

Overall product Journal entry / poster /

power point contain

all required elements.

Journal entry / poster /

power point contain

most required

elements.

Journal entry / poster /

power point contain

few required

elements.