Developmental Lesson Plan

Teacher Candidates: Sabrina Searock, KristiJoy Fedorowicz &

Niki Carpenter
Date:2/21/18
Group Size: Whole group
Allotted Time: 2 Days, 40 minutes each
Grade Level: 2nd
Subject or Topic: Overview on Pollution

Common Core/PA Standards:

● S3.D.1.2.2 Identify and describe examples of renewable and nonrenewable resources.
● Standard - 4.5.2.C Identify how people can reduce pollution

Learning Targets/Objectives:

Students will be able to…

● Explain how we can prevent pollution by listing or illustrating examples for each
“C”.
● Understand the difference between nonrenewable and renewable resources,
define a landfill, identify the three C’s, and describe global warming with 100%
accuracy by filling out an exit ticket.

Assessment Approaches:

1. KWL Chart
2. Graphic Organizer- Formative
 3. Vocabulary- Formative
4. Exit Ticket- Formative

Evidence:
1. Students will write on the board and contribute their group’s ideas.
2. Students will individually fill out a graphic organizer by defining the 3 C’s and either
listing or illustrating ways to protect the environment in each column.
3. As groups, students will match each vocabulary word to its correct definition.
4. Students will individually fill out an exit ticket by answering 5 questions.

Assessment Scale:
For exit ticket, the target for this assessment is 80-100% accuracy.

Define the degree of achievement needed for each level. May include:

Advanced Proficient Basic Below Basic

80-100% 60% 40% <20%

The students answered at The student The student The student answered at
least 4 questions correct. answered 3 answered 2 least 1 question correct.
questions correct. questions correct.

Subject Matter/Content:

List:
Prerequisite skills/vocabulary needed to be successful
N/A
New Key Vocabulary specifically needed for this lesson
1. Conserving- using less of certain things like energy and manufactured goods.
2. Natural resources- air, water ect. Things that we use that come from the earth.
3. Fossil Fuel- things like petroleum and coal that we burn to create heat and other things.
4. Nonrenewable - There is only a limited amount of certain elements on the planet, we can
not make anymore.
5. Global warming- an unnatural increase in the earth's temperature that creates the ice
caps to melt and may soon have drastic impacts on the planet
6. Chiming in - Speak up if you see someone doing something wrong and make sure
people know how to help the environment.
7. Pollution - Substances that are harmful to humans and the environment
8. Population- the number of people in a certain area.
9. Waste - things people throw away or do not use fully.
 10. Landfill - places that trash is sent to. Landfills usually keep pollutants out of the ground.

Facts/Content covered in this lesson

● What pollution is
○ Substances that are harmful to humans and the environment
● How to prevent and/or help pollution
○ Conserve, reduce, reuse, recycle
● What types of resources there are
○ Natural, renewable, and nonrenewable
● What causes Global Warming
○ Pollution
● What happens when the population increases and how the demand for natural
resources also increases due to the demand
○ There are more people who need more resources
● Understanding the difference between renewable and nonrenewable resources.
○ Nonrenewable means that there is only a limited amount of certain elements on
the planet, we can not make anymore. Renewable means that we can use the
resources over again.
● Knowing the difference between conserving, chiming in, and cleaning up and the
different activities that can be done in all of them.
○ Chiming in - Speak up if you see someone doing something wrong and make
sure people know how to help the environment.
○ Conserving- using less of certain things like energy and manufactured goods.
○ Cleaning up trash by putting it into a trash can

Implementation:

Introduction
Day One
● Set a resource on each table, the resources will be:
○ A cup of water
○ A piece of coal
○ Salt
○ Soil
○ Aluminum Foil
● Tell the students to discuss the item on their table with their group and ask them if they
think it is a renewable or nonrenewable resource (10 minutes)
● Essential question- Why should students be able to know about different types of
pollution and how can humans impact the environment?
● “Today we will identify renewable and non renewable resources and discuss why the
earth becomes polluted. At the end of the lesson, you are expected to explain what you
learned and fill out a graphic organizer.”
Development/ Teaching Approaches may include:
● Present the PowerPoint on an overhead projector
● On slide 2, do a KWL chart as a class, the K & W will be used in the introduction to gain
information about what the students already know about pollution and to form questions
about what they would like to learn (5 minutes)
○ Using the class chalkboard/whiteboard, divide the board into three columns; K
(know), W (what they want to find out), and L (what they learned at the end of the
lesson). Explain what each letter means and instruct one student from each table
to write in the K and W column before the lesson begins.
○ Once the students have written in the K and W portion, briefly review what the
students already know and discuss what the students want to find out about
pollution.
● Show the BrainPop Video
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/ (5
minutes)
● On slide 3, 4, and 5 of the PowerPoint, explain what renewable and nonrenewable
resources are and give examples of each
○ Renewable- resources that can be used over again.
■ Water
■ Sunlight
■ Soil
○ Nonrenewable- there is only a limited amount of certain elements on the planet,
we can not make anymore.
■ Coal
■ Salt
■ Minerals
● Before moving on to slide 6, ask for 4 volunteers (one from each table) that are different
than the students who wrote on the board for the KWL chart.
● Explain to the students that they will be playing a game of “Swat” where they must tap
the image that is either a non-renewable or renewable resource, depending on the
instructions and give each student that is playing a fly swatter. (5 minutes)
○ One game will be played on slide 6 and one game will be played on slide 7
● After the game, resume to the PowerPoint and explain vocabulary words related to
pollution (5 minutes)
○ On slide 8, tell the students the definition of the words while pointing to the
corresponding pictures
■ Pollution - Substances that are harmful to humans and the environment
■ Population- the number of people in a certain area.
■ Waste - things people throw away or do not use fully.
■ Landfill - places that trash is sent to. Landfills usually keep pollutants out
of the ground.
■ Global warming- an unnatural increase in the earth's temperature that
creates the ice caps to melt and may soon have drastic impacts on the
planet
● Following the teaching of the vocabulary words, hand out an envelope to each student
that will consist of cards that have vocabulary words and definitions
● Instruct the students to match each vocab word to the correct definition, and when they
complete the activity to raise their hand so the teacher can check for accuracy and
 provide feedback. Move the PowerPoint to slide 9 so the students can refer to directions,
if needed. (10 minutes)
● When a student has successfully matched the cards, instruct them to glue the cards into
their science notebook so they can remember all of the new words that they just learned.
● When all students have completed matching and gluing their cards, tell the students to
share one thing that they learned today with their table and that we will continue this
lesson tomorrow.
Day Two
● Hand out the 3 C’s graphic organizer
○ While handing out the graphic organizer ask the students if they can share one
thing that they learned yesterday about pollution and one thing that they predict
that they will be learning about today.
● Resume to the PowerPoint and explain the 3 C’s on slide 10. (Conserving, Cleaning Up,
and Chiming In)
● Instruct students to complete the graphic organizer by writing the definition and writing
down or illustrating their ideas of how they can participate in conserving, cleaning, up
and chiming in.
● During the PowerPoint, circulate around the room to check the graphic organizers, and
encourage students to ask questions. (10 minutes)
● Once every student has completed the graphic organizer, have the students have small
group discussion at their tables about what they learned about pollution. (5 minutes)
● Ask for a new representative from each table to come up to the board and write at least
one new thing that they learned about pollution. (5 minutes)
● After the students have returned to their seats, discuss as a whole class what the
students have learned and review for accuracy. During this review, ask the students if
their thoughts changed on whether the resource on their table is renewable or
nonrenewable. (5 minutes)
● Following the discussion, hand each student an “Exit Ticket”, instruct them to complete it
to the best of their ability and hand it in to the front table. (10 minutes)

Closure/Summarizing Strategies approaches may include:

● Explain that the information that they recently learned will be important to find more out
water pollution tomorrow.
● The teacher will then instruct students to write in their science notebooks everything that
they know about oil, oil spills, and the effects on the environment. If time students will
illustrate what oil spills effect and, how they impact the environment. (5 minutes)

Accommodations/Differentiation:
G.Z. has a mild learning disability. To accommodate this G.Z will have access to additional
videos to help support in class instruction. G.Z will also have extra time to illustrate his
understanding of the lesson material in his science notebook.
 Process: How will my instructional delivery, materials, or students’ engage in
instructional activities differ?
Product: Which option or types of assessments might you consider for various
learners to measure objective proficiency?

Materials/Resources:

● BrainPop access to video

○ https://www.brainpop.com/science/ourfragileenvironment/humansandtheenviron
ment/
● Internet access
● KWL Chart on chalkboard/whiteboard
● Fly swatter
● Graphic Organizer
● Envelope
● Vocabulary Matching Cards
● Exit Ticket
● Pollution PowerPoint

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.
 Substances that are harmful to humans
Pollution and the environment

the number of people in a certain area

Population

things people throw away or do not use

Waste fully

Places that trash is sent to. Landfills

Landfill usually keep pollutants out of the
ground

Air, water ect. Things that we use that

Natural resources come from the earth

Things like petroleum and coal that we

Fossil Fuel burn to create heat and other things

There is only a limited amount of

Nonrenewable certain elements on the planet, we
cannot make anymore.
Resources
an unnatural increase in the earth's
Global warming temperature that creates the ice caps
to melt and may soon have drastic
impacts on the planet
Name: ________________________________

Pollution Exit Ticket

1. What is a landfill? ____________________

_____________________________________________
2. What do the three C’s represent?
______________________________________________
______________________________________________
______________________________________________
3. What is an example of a nonrenewable
resource? _____________________________
4. What is an example or a renewable resource?
______________________________________________
5. What is global warming?
______________________________________________
______________________________________________
______________________________________________
______________________________________________