Lesson Plan Guide

Teacher Candidate:

Mark Oliver

Date: 12/1/2014

Grade and Topic: Grade 10 Science

Length of Lesson: 50 mins for 2 days

Mentor Teacher:

School: University of Memphis

Kimberlee Josey

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is part of a unit on Environmental Awareness which focuses on the scarcity of natural resources.

LESSON OBJECTIVE:
Given website links and a research guide handout, the student will with 100% accuracy research and explain
what water pollution is, identify five major types of water pollution, identify five causes and five effects of
water pollution, and identify five preventative measures and/or solutions to the water pollution problem.
Given a computer and word processing software, graphic organizer software, and word processing software, the
student will create a graphic display of their web research that utilizes clip art and/or pictures to enhance the
awareness of the problem of water pollution.
The goal of this lesson is to raise awareness in the students of how serious the problem of water pollution is to
life on Earth through personal and collaborative research. Students will utilize a computer with access to the
Internet to research and analyze the types, causes, effects, and solutions of water pollution from a global
perspective. Students will also write a 1 3 paragraph reflection on the impact that water pollution has on the
world and on their lives.
STANDARDS ADDRESSED:
TN Science CLE 3260.4.2 Explain best management practices related to water and soil resources.
TN Science CLE 3260.4.4 Evaluate the impact of human activities on natural resources.
TN Science CLE 3260.6.3 Explain methods used for remediation of land, air, and water pollution.
TN Science CLE 3260.7.3 Explain how human activity is related to ozone depletion and climate change.

ISTE Standard(s)
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.

2. Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
d. Contribute to project teams to produce original works or solve problems.

MATERIALS:
1.
2.
3.
4.

Computer
Microsoft Word
Inspiration (Graphic Organizer Software)
Internet Access to:
http://water.usgs.gov/edu/wuww.html
http://water.usgs.gov/owq/data.html
http://eschooltoday.com/pollution/water-pollution/causes-of-water-pollution.html
http://www.conserve-energy-future.com/sources-and-causes-of-water-pollution.php
http://www.explainthatstuff.com/waterpollution.html

5.
6.
7.
8.

Research Guide Handout

Two clear glasses
Water collected from the water fountain in the hallway
Water collected from a natural source such as a river, lake, pond, or rain reservoir

Technology Integration: Students will use a computer with Internet access the websites listed above as reputable
sources for understanding the problem of water pollution. The Inspiration software on the computer will be used
to aid the students in the creation of their graphic organizers on water pollution. The word processing on the
computer will aid the students in writing their reflections and making sure that their work is both neat and
without basic errors.
BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of water pollution including its types, causes, effects,
and solutions through the creation of a graphic organizer.
Vocabulary for this lesson include: water pollution, waste water, stormwater (run-off), contamination,
disease, pesticides, acid rain, groundwater, algae, and seepage.
This lesson will build upon previous lessons about environmental awareness of the value and scarcity of
Earths natural resources.
Students will utilize learning from the water pollution lesson to help with understanding the next lesson
on water scarcity and how that affects people all over the world.
The lesson or technology use will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE:

Day 1

Introduction:
1.
2.
3.
4.

Set the two clear glasses on a desk or table in front of the class.
Pour water from the fountain into one glass and water from the natural source into the other one.
Ask the students which glass of water they would feel more comfortable drinking.
Explain the sources of the water and introduce the concept of water pollution. Further point out
that millions of people only have a natural source of water available and that the quality of this
water has a profound effect on their lives.
5. Explain the exercise that is to be required of the students and display an example of a graphic
organizer on water pollution for five minutes on an overhead projector or smart board.

Procedures:

Prior to the Computer (10 minutes)

Teacher Procedures:
1. After the introduction, pass out a
sheet of computer instructions
giving the website links needed for
this lesson and the Research Guide
Handout.
2. Divide students into groups of four
or five and assign them to
computers.

Student Procedures:
1. Students write down their group number and
computer assignment on the Research Guide
Handout.
2. Make sure that the names of all group members are
listed on the Research Guide Handout.

At the Computer (40 minutes)

Teacher Procedures:
1. Have students to open an Internet
browser.
2. Direct the students to the website
links and the Research Guide
Handout where they can record their
findings.
3. Monitor and assist as needed.

Student Procedures:
1. Open an Internet browser.
2. Go to the websites printed on the instructional
sheet using multiple tabs as needed.
3. With the Research Guide Handout locate the
information needed on the websites and record it
on the handout.
4. When the Research Guide Handout is completed,
place it on the teachers desk and return to your
desk.

Day 2
Prior to the Computer (10 minutes)
Teacher Procedures:

Student Procedures:

1. Recap the previous days activity.

2. Explain todays activity which involves
using Inspiration software to create a
graphic organizer.
3. Return the students Research Guide
Handouts to them.

1. Listen attentively to the instructions being given

2. Make sure that the names of all group members are
listed on the Research Guide Handout.

At the Computer (30 minutes)

Teacher Procedures:

Student Procedures:

1. Have the students go to their assigned

computers and open Inspiration.
2. Instruct the students to work with the
members of their group to create the
graphic organizer.
3. Give the requirements of the graphic
organizer:
one (1) main idea,
five (5) subheadings,
twenty (20) facts,
five (5) images/clip art,
a change in background color,
four (4) changes in font size, style, color
five (5) changes in shape,
five (5) changes in font shape fill colors
4. Monitor and assist as needed.

1. Go with the other group members to the

assigned computer.
2. Create the graphic organizer through
collaboration with the other group members
and using the facts collected on the Research
Guide Handout.

After the Computer (10 minutes)

Teacher Procedures:
1. Have students return to their desks.
2. Give instruction for the reflection
paper that students will complete at
home using MS Word.
3. Discuss how the reflection paper
will be graded.

Student Procedures:
1.
2.

3.

Students will return to their desks.

Students will listen attentively and take
notes on the reflection paper assignment
being discussed by the teacher.
Students will complete the
reflection paper assignment and
turn it in at the beginning of the
next class.

Closure: Open a discussion about water pollution by asking students about the most shocking or
interesting fact that they learned through the lesson. Also, ask students how water pollution can
be prevented or greatly reduced. Water pollution affects all humans no matter where in the world
they live.

ASSESSMENT EVIDENCE:
Water Pollution Rubric
Criteria
Graphic Organizer

Reflection

Very few of the

requirements are met.
Many facts are
missing and/or
inaccurate.

Only a few of the

requirements are met.
Some of the facts are
inaccurate.

Almost all of the

requirements are met.
The facts provided are
accurate.

All of the
requirements of the
graphic organizer are
met. All of the facts
given are accurate.

The reflection does

not demonstrate an
understanding of
water pollution and its
effects on the
environment and
people around the
world.

The reflection
demonstrates a
somewhat vague
understanding of
water pollution and its
effects on the
environment and
people around the
world.

The reflection
demonstrates a
somewhat clear
understanding of
water pollution and its
effect on the
environment and
people around the
world.

The reflection
demonstrates a clear
understanding of
water pollution and its
effect on the
environment and
people around the
world.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.