Class: Grade 6 Tech/Science

Parlee

Teacher: Kaitlyn

Unit: Environment & Technology

Lesson Topic: Water pollution and solutions
Time: 50 mins
Curriculum Expectations: Understand affects of pollution on surrounding

Planning:

environments.

MSTE
1.1 Students will use technological operations and concepts
1.2 Students will be able to use tools and technology applications safely.
1.4 Students will communicate information and ideas using a variety of multimedia.
2.3 Students will work in teams to solve problems.
2.4 Students will investigate and demonstrate the relationship between technology
and society.
3.1 Students will demonstrate an awareness of human, cultural, and societal issues
related to technology.

Science
107-11 identify examples of careers in which science and technology play a major
role
204-6 identify various methods for finding answers to given questions and solutions
to given problems, and select one that is appropriate
205-8 identify and use a variety of sources and technologies to gather pertinent
information
Lesson Targets:
1. The threat to water ecosystems is a complex problem because many factors
contribute to their pollution and destruction.
2. The following factors all play major roles in the pollution and destruction of water
ecosystems: PCBs, DDT, metylmercury chloride, sewer sludge, thermal effluents,
radioactive wastes, destruction of marshlands, and beach erosion.
3. Methods to combat the above factors exist.
4. More methods are being developed and need to be developed.

Computer
Research
materials
Students
blog/website

PROCEDURE:
1. Ask students to name some water ecosystems. (They might mention oceans,
rivers, ponds, lakes, marshlands.)
2. Now ask them to mention any factors they know of that contribute to the
pollution and destruction of water ecosystems. List their suggestions on the
chalkboard, including the following: PCBs, DDT, methylmercury chloride, sewer
sludge, thermal effluents, radioactive wastes, destruction of marshlands, and
beach erosion.
3. Divide your class into groups, and have each group research one of the
factors you have listed. Groups should focus their research on how their factor
affects water ecosystems, particularly those in your area, if applicable, and the
methods that are being employed to counter it. They may use google docs to
share information among group members.
4. When their research is complete, each group should choose one water
ecosystem that has been affected by the factor they have been assigned and
prepare an short environmental-impact statement about it in google docs or
slides. The statement should include four elements:
-

a description of the current environmental status of the ecosystem

a description of the way or ways in which the factor affects the ecosystem
a description of the existing methods that are being used to combat the factor
suggestions for future methods of combating the factor

BLOG QUESTIONS:
In student blogs or websites, students should respond to the following questions.
1. Discuss the relationship between population growth, advances in technology,
and ocean dumping.
2. Discuss the ways in which the traditional uses of the ocean are changing.
3. Explain how toxic substances such as DDT, PCBs, and mercury enter the
ocean and become incorporated into food chains.
4. Brainstorm environmentally friendly ways of generating electricity, cleaning
up wastewater, producing fuel, and developing land.

Lesson Plan found at: http://www.discoveryschool.com

Technology added to lesson plan.
Reflection (Post-lesson):

Groupings:
X Individual
X Pairs
X Small Group (3-4)
X Whole class
Teaching
Strategies:
X Conferencing
Graffiti
Guided Reading
Guided Writing
X Investigation
Jigsaw
X Lecture
Numbered Heads
Placemat
Read Along/ Aloud
Seminar
Socratic
X Textbook
Video
X Think/Pair/Share
Other: Rapid
Writing
Other: Academic
Controversy
Assessment
Strategies:
Homework Check
Formative Check
X Observation
X Participation
X Pres./
Dramatization
Post-Assessment
Quiz
Quiz/ Test
Self/Peer Edit
X Summative Check
X Written Product
Other: Exit slip