KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Nicole Campbell and Katelyn Howarth Date:

Cooperating Teacher:
Group Size:

25

Subject or Topic:

Coop. Initials
Allotted Time 2 days - 45 min each Grade Level

Air Pollution Invisible Pollutant Section

STANDARD:
4.5.4.E Identify different ways human health can be affected by pollution.
ELP.4.W.4-5.2.1 Draw pictures and record observations of scientific phenomena based
on visuals/realia.
I. Performance Objectives (Learning Outcomes):
A. The students will identify the types of invisible air pollutants.
B. The students will describe how invisible pollutants can affect our health.
C. The students will conduct a simple air pollution test.
II. Instructional Materials
A. 5 White, blank index cards
B. 5 pieces of construction paper
C. Vaseline
D. Cotton Swabs
E. Flashlight
F. Tape
G. Markers
H. Worksheets
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
The students will understand what pollution is.
The students will have prior knowledge what air pollution is how it
affects us.
B. Key Vocabulary

 Invisible Air pollutant- Pollution that we cannot see but has major
effects on our health.
Air Quality- Degree to which air is pollutant-free
Collection site- Area where observations will take place and be
recorded.
C. Big Idea
The students will conduct a small experiment to understand the
effects of air pollutants and identify why some areas have more than
others.
D. Additional content
The students will learn about invisible pollutants and ways that they
can be tested.
IV. Implementation
A. Introduction
Turn off the lights in the classroom and shine flashlight. As a class,
observe the particles that are seen in the light. Explain that these
particles are generally invisible to the naked eye. Then state that
today we will become scientists who will collect observations on
invisible air pollutants in our school.
B. Development
The teachers will handout guided note worksheets.
The teacher will display the invisible pollutants prezi.(attached)
The students will fill out notes during presentation.
The students will put their notes away and will split into groups of 5.
Have students brainstorm with their group on places in the school
that they think contains invisible air pollutants. Each group will
share one place with the class by writing it on the dry erase board.
Distribute materials to the groups- 1 index card, 1 piece of
construction paper, tape, 1 cotton swab, 1 marker
The teacher will then model how to set up the index card on the
construction paper and how to spread the Vaseline on the card.
The students will then set up their pollution catchers in their groups.
As a class, revisit the whiteboard for places to put the catchers.
Decide on 5 places around the school to place them. For example,
cafeteria, teachers lounge, dumpsters, etc.
Before the students place their catchers at the collection site, have
them make observations on the observation sheet about how the
index card looks.
Observation sheets will be taped into science journal.

 On the construction paper, students should write the names of each

group member and DO NOT DISTURB! Experiment in progress!
Explain to the students that once the catchers are placed, they should
make observations daily for about one week at the collection site.
Hang experiments in designated areas.

C. Closure
After making observations and placing their catchers at the
designated collection site, lead a class discussion in which students
will make predictions about what areas they believe will have the
most invisible air pollutants and why.
One week later:
Have students bring catchers back to the classroom to make
observations. These observations will be recorded on the
observation sheet in their science journals and shared with the
class.
As a class, rank the locations from the most effects to the least.
Display these rankings on a piece of chart paper. Label the
location and group name.
Discuss the effects invisible air pollutions had on the index
card.
Students will write a one paragraph response for an exit slip
that explains what some possible sources of air pollution are
and how we can make the air better to breathe.
D. Accommodations/Differentiation
Students who struggle with completing assignments will work with a
peer to finish observations in journal.
Students who have difficulty with attention will be seated at the front
of the class.
E. Assessment/Evaluation Plan
Formative- Exit slip will be collected and marked as complete or
incomplete.
Summative- Unit Test will be given on the 2nd day.

Day 2

Test day
Teacher will ask students if they have any questions

Tests will be distributed and students given 45 minutes to complete.

Scores will be graded out of a total 15 points.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection
Was the inquiry used beneficial in learning about invisible air
pollutants?
Is there anything I could change about this lesson to make it more
successful?
Was the inquiry engaging and interesting for the students?
VI. Resources (in APA format)
Hands-on Activity: What's Hiding in the Air? (n.d.). Retrieved October 14, 2015.