Professional Documents
Culture Documents
Pencil
Science/Social Studies Notebook
Map of World
Images (see links below)
Lesson Considerations
Pre-Assessment:
At the beginning of the lesson the students will review what they already know about pollution of water, air, and land.
Prior Academic Learning and Prerequisite Skills:
Prior to this lesson students have been introduced to the concept of pollution. The students have looked at the impact of pollution
locally. Students have learned about water pollution and how it impacts them locally at the Mahomet Aquifer; and discuss how
humans impact our water supply. They have also learned about land pollution, the landfills in Illinois, and ways to reduce land
pollution locally. They have learned how humans impact air pollution locally as they learn about air pollution in Chicago. The students
have also come up with ways to reduce air pollution in Chicago. The students have learned about renewable, and non-renewable,
about the pollution problem. As they learn about each type of pollution they will write a sentence about water, air, and land
pollution in Chile. After the students write a sentence summarizing the pollution problem, they will write a possible solution
to that type of pollution.
Today, we are going to be learning about water pollution in Chile. Have students take out their Science/Social Studies
Notebook. Show some images of what water pollution looks like in Chile. Have students discuss what they see in the water,
what the water looks like. Write down key details of what the students are saying (e.g. dirty, not clear, there is trash in the
water, etc.). Then focus in on one specific aspect of water pollution.
Show the image from the article Mine Tailings Pollute a Chilean Towns Water. Then read students quotes about what
happened in 2012. Explain how people in Northern Chile were experiencing health problems because of mining. The dam
that was built there causes ground water pollution. It is also one of the largest toxic chemical dumping areas. When you are
finished summarizing points, as a class, come up with 3 take-always about water pollution in Chile; as a class write them
down.
After learning about water pollution in Chile, explain to students they are going to start working on their letter. They will
address the letter Dear Ms. Michelle Bachelet. Explain that Ms. Bachelet is the president of Chile. They will write a
sentence introducing themselves and why they are writing this letter. Then they will write a sentence describing the water
pollution problem in Chile. Remind students that they can use their previous knowledge of what they learned last week
about pollution, renewable and non-renewable resources. They will then write a sentence about one possible solution to the
water pollution problem in Chile. When students are done, have them raise their hands to get the letter checked by the
teacher and collected. While waiting for the teacher to look at their letter, they should be re-reading their letter looking for
mistakes.
Next day:
Yesterday we learned about water pollution in Chile, today we are going to be learning about land pollution. Show students
a picture of the Escondida Mine (the worlds biggest cooper mine). Tell students that it is so big that you can see it from
space! Ask students if they know what mining is. Explain that mining is taking minerals or other materials from the earth.
You may think that taking things from the land would cause little pollution, but it does not. When we take things out of the
land, we are using chemicals, electric, or other ways, that can leave behind waste. This waste can be dumped on the land.
Explain how since the waste is put in one place that land pollution for those specific areas can become very high. When
people leave mines, typically what is left is contaminated landfills. Break the students into groups of 4, have the students
write down 3 thoughts of what they think happens to the garbage that is left in the landfills. Walk around observing groups.
Have one or more groups share out, and explain what they think happens to landfills; and why they think that happens
(human impact). Pick groups to share out whose answers that were written down were on the right track.
After learning about land pollution, explain to students that they are going to continue working on their letter to the president
of Chile. Hand back the letters that they started working on yesterday. Have the students write a sentence about the land
pollution problem in Chile. Then write one possible solution to the land pollution problem in Chile. When students are done,
have them raise their hands to get the letter checked by the teacher and collected. While waiting for the teacher to look at
their letter, they should be re-reading their letter looking for mistakes.
Next day:
Over the past couple of days we have talked about water and land pollution in Chile. Today we are going to be learning
about air pollution in Chile. Show students various pictures of air pollution in Chile. Ask students what they are seeing in the
pictures. Write key words down, and have students write along with you in their Science/Social Studies Notebook. Include
pictures of when smog spread over Santiago, Chile; and explain how Chile had to declare a state of emergency in June of
2015. This caused many places to shut down. In predetermined partnerships have students discuss how humans impact air
pollution, and how they would feel if they were in Chile when this happened. Have students write down 3 ideas that they
have in their Science/Social Studies Notebook. After 2 minutes of discussion, have students share out, and as a class
generate a list of how they would feel if this would happen to them. Ask students based on what they know about pollution,
what are some things that people in Chile could do to reduce the chances of smog happening.
After learning about air pollution, explain to students that they are going to continue working on their letter to the president
of Chile. Hand back the letters that they started working on yesterday. Have the students write a sentence about the air
pollution problem in Chile. Expect words like dirty air, darkness, people wearing masks. Then write one possible solution to
the air pollution problem in Chile. When they are finished they should write a conclusion sentence, which summarizes what
they wrote; explaining why the president should use these solutions to help with Chiles pollution problem. Then have the
student sign their names. When they are done, the students should partner up with their previously assigned partners and
read their letters to their partner and peer edit the letters. As the class finishes collect the letters.
*What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
When reviewing new concepts, as a class, the teacher will write the answers down on the board for students to copy in their
Science/Social Studies Notebook. If students are not on the right track, review the specific pollution that is confusing the
students. Students will be doing group work, in predetermined partnerships based on level. This will allow students to work
together and get the assistance they need. During small group and individual work, the teacher will walk around monitoring
students, and giving assistance as needed. The teacher will read all instructions to students so that they better understand
what they are supposed to be doing. The teacher will review student letters before they are collected, giving the students
suggestions/feedback. If a lot of students are getting information wrong in their letters, review the concept again the next
day before introducing the new topic. What the students write in their letter will depend on ability. Some students may write
a few simple sentences for each day, while others will be expected to write more detailed sentences. When the letters are
finished, the students will work together to peer edit their letters in predetermined partnerships.
For English language learners, I will read instructions to them, if needed. The partnerships will be predetermined, so that
they can work with students who can help them better understand the instructions. When we are doing group work, I will
write what is being said on the board. I will use pictures of pollution so that the students can see what we are talking about. I
will also have the instructions for the letter written on the board, so that the students can refer to it throughout the letter
writing process.
Closure
When students have finished writing their drafts of the letter ask, What did we learn about pollution in Chile? Call on
students to explain the water, land, and air pollution problems in Chile.
Based on the problems stated, have students explain to their desk partner some of the possible solutions that they came up
with. After 2 minutes, call on students to share out about possible solutions for water, land, and air pollution in Chile.
Extension
Depending on time, students can research more about the different types of pollution in Chile. If time they can write their
final draft of their letter.
Literacy Strategies: The students will be able to write an informative text (a letter) by summarizing knowledge gained from this
lesson, and previous lessons. They will be able to justify their possible solutions and explain why they are applicable to the problem
for that particular pollution. Students will be able to make the connections between what they have learned in class and apply it to
their writing. The students must be able to effectively describe possible solutions for air, water, and land pollution.
Language Supports:
A problem with water pollution in Chile is
A problem with air pollution in Chile is
A problem with land pollution in Chile is