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Curriculum Area (s): Science Grade Level: 6th Grade Time Required: 55 minutes

Lesson Title: Air Pollution Novel Study Component Instructional Groupings: Pre-determined grouping based on the ability level and needs of the students

Standards: S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change and grow. S6E6. Students will describe various sources of energy and with their uses and conservation. a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy. b. Identify renewable and nonrenewable resources. S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earths surface is water, consisting of oceans, rivers, lakes, underground water, and ice. b. Relate various atmospheric conditions to stages of the water cycle. c. Describe the composition, location, and subsurface topography of the worlds oceans. d. Explain the causes of waves, currents, and tides.

Objectives: For students to understand the effects of pollution on the things we depend on the most such as air. The text, Maniac Magee, has a character who spends the majority of his time running. Tying this to the text is possible in allowing the students the opportunity to examine the effects the air can have on ones ability to run. Materials: Maniac Magee(will have already been read by students), KWL chart, video about air pollution (, website about air pollution and water pollution (,writing utensils, and paper

Overview: The purpose of this lesson is for students to understand the effects of people and pollution on the air. What will I differentiate? The content will be differentiated. Part of the class will watch a video about air pollution, while the other part of the class will learn about air pollution on a website. How will I differentiate? The lesson will be differentiated by the way the students will obtain and process the information. The students will also be asked to present the information they obtain in the manner that makes it easily understood to their classmates. As a result of this lesson/unit students will Understand Understand the effects of people and their pollution on the air we breathe.

Know Students will depend on the website and video to obtain factual information about air pollution. They will work in groups to decide what information is most important to present to their peers. They will also form a hypothesis based on the information stating how they think air pollution affects a persons ability to run and to physical activity outside. Do (Skills) For hypothesis, write a descriptive paper using facts for a website, present their ideas to their classmates.

PreAssessment Class will partake in a basic discussion before beginning the lesson. A video will be shown to pique the background knowledge of the students and then additional discussion will take place.

Steps in the Lesson: 1. Engage students background knowledge by sparking a discussion about what knowledge they already have about air pollution. Give students a KWL chart to list the things they already know. 2. Break the class into groups, half of the class is to watch the Bill Nye video; the other half is to search the website. Both groups are to fill in the KWL chart as they perform this step. 3. After completing step 2 students should complete the rest of their chart and work together to decide how they will present their new knowledge to their classmates. Each group can present however they feel will be most beneficial. 4. Present knowledge to class.

5. Have students turn in KWL charts.

Closure Activity/Wrap up: Each group will present their new knowledge to the class about air pollution.

PostAssessment: Assessing and looking through the KWL charts, as well as listening to each group present will give understanding of what the students have gathered about the topic. Additional Resources: