Christina Gaines
Cynthia Harwood
7th Grade
Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust, industrial emissions, acid rain and natural resources, and how pollution impacts habitats, climatic change threatens or endangers species.)
Origins of Pollution
Lesson Overview
- Students will be able to recognize origins of pollution.
- Students will be able to compare the effects of pollution on different habitats.
- Students will be able to understand the environmental impact of pollution.
- Students will be able to classify the origins of different pollution.
- Students will be encouraged to produce new ideas in the prevention of pollution.
Materials
- Writing Utensil
- Safety materials
- Goggles, rubber gloves
- Eye Droppers
- Chalk
- Vinegar
- Water
- pH Strips
- pH Scale
- Petri Dishes
- Post Assessment
- Tape
5 Folder for Groups [4 in each group]
- What Do You See handout
- Pollution Pictures
- Job Description Sheets
- Group Leader
- Equipment manager
- Timer
- Sergeant at Arms
- Experiment Sheet
- Safety Rules
- Job Survey
- Fact Sheet
- Brainstorm Sheet
Engage
Split classroom into 5 groups. Hand out a folder for each group. Have each group read the directions on the front of the folder. Have students choose a job from the job descriptions. Run pictures on PowerPoint and have students look over pictures from folder. View the ‘What do You See’ handout. Use the handout to describe each picture. Discuss the pictures in groups and with the class.
Explore
Equipment manager read Safety Rules from folder as all group members listen. Equipment Manager from each group gets a bag of materials. [eyedropper, rubber gloves, 2 petri dishes, goggles, vinegar, water, pH strips, pH scale, chalk] Follow the directions from the Experiment Sheet in the folder. Walk around the classroom and answer any questions that students may have. After experiment discuss conclusions with class and each student will fill out a job survey of their group.
Explain
Explain to students that liquid 1 was water and liquid 2 was vinegar. Tell students that pH strips are used to determine how acidic a substance is. Vinegar is an acid and has a lower pH value than water. The chalk simulates limestone which statues and monuments are made of. The vinegar simulates acid rain. This activity demonstrates how acid rain can chemically weather limestone or chalk.
Have students watch video
Human Impact on the Environment: Acid Rain Simulation. Los Angeles CountyOffice
of Education. 2001. Discovery Education. 20 November 2008
Review video with students. Explain all vocabulary terms used. Have students review Pollution Facts Sheet. Using the vocabulary terms that they learned, explain your experiment with the chalk. Include details from what you have learned during the lesson.
Elaborate
Tell students to think about all the pollution problems we discussed. Brainstorm ways in which we can help prevent the damage and destruction to our environment. Use this Cluster web to help organize you’re ideas. Reiterate to students that everyone should be communicating ideas. Have students write a one page letter to the Senator voicing their concerns about pollution. Describe ways in the state can help prevent pollution problems.
Evaluate
Now that students have completed the experiment have them describe which pictures are acid rain. Show students the pictures and describe the affects pollution has on these origins and what these origins are. Have students do Questions for Assessment. Hand out bubble gum to all students. Show bubble gum recycling bin in order for students to see that just about everything can be recycled. Explain to students that this is just the beginning of the explorationinto the origins of pollution.
References
Human Impact on the Environment: Acid Rain Simulation. Los Angeles CountyOffice
of Education. 2001. Discovery Education. 20 November 2008